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UNIVERSITY OF MARYLAND

SCHOOL OF NURSING

NURSING
EDUCATION
AT ITS BEST
1889-1989

Digitized by the Internet Archive

in 2012 with funding from

LYRASIS Members and Sloan Foundation

http://archive.org/details/nursingc89unse

NURSING

EDUCATION

AT ITS BEST

1889-1989

UNIVERSITY OF MARYLAND

SCHOOL OF NURSING

CONTENTS

LOUISA PARSONS LEAGUE

Named in honor of the inspiring student
of Florence Nightingale who served as
the first director of the School of Nurs-
ing, the Louisa Parsons League was
established in 1981 to recognize those
alumni and friends whose generous
gifts reflect a substantial commitment
to the continued development of the
school and the tradition of excellence
in education and service set by our
founder for the people of the state of
Maryland. Because of Miss Parsons's
success, Miss Nightingale honored the
program's graduates with the use of
a cap of point d'esprit of her design.
Members of the Louisa Parsons League
become an integral part of the School
of Nursing and are involved in oppor-
tunities of mutual benefit. In addition,
they may elect to enjoy simultaneous
membership and recognition from the
Presidents Club of the University of
Maryland.

Virginia Lee Franklin

Sonya Gershowitz

Grace Elgin Hartley

Georgia Younger

The School and Its Environment 1

The School 1

The University of Maryland

Continuing Education
Program

at Baltimore

The City

Academic Information

Registration

Records

Undergraduate Academic

Regulations

Graduate Academic Regulations

Scholastic Honors for Graduates

Student Services

Office of Student Services

Student Organizations

Health Services

Housing

Athletic Facilities

Financial Information

Undergraduate Fees and

Expenses, 1987-88

Graduate Fees and Expenses,

1987-88

Financial Aid

Undergraduate Program 17

Overview 17

Admission to the Upper Division 20
The Upper Division Curriculum

for Generic Students 23
The Upper Division Curriculum

for Registered Nurse Students 24
General School Policies Related

to Curriculum 25

Employment Opportunities 25

Eligibility for State Licensure 25

Undergraduate Courses 26

Graduate Programs 28

Overview 28

Master of Science Curriculum 30

Doctor of Philosophy Curriculum 32

Admission 33

Employment Opportunities 35

Graduate Student Organizations 35

Graduate Courses 36

Administration and Faculty 47

University of Maryland 47
University of Maryland

at Baltimore 47

School of Nursing 47

Policy Statements

Campus Map

52
54

THE SCHOOL AND ITS ENVIRONMENT

THE SCHOOL

The University of Maryland School of
Nursing prepares highly qualified profes-
sional nurses to meet the public's health
care needs as clinicians, researchers,
educators and administrators. The uni-
versity awards approximately 325 bacca-
laureate degrees in nursing and 125
master's degrees in nursing annually,
making its programs among the largest in
the nation. The first PhD in nursing was
awarded in 1984. Currently approximately
five to six PhDs are awarded annually.

Within the last decade, both the
undergraduate and graduate curricula
have been revised to ensure that they
remain responsive to the changing health
care needs of society. In addition to
learning the fundamentals of nursing,
baccalaureate students have increased
opportunities for clinical practice, select-
ing from among more than 100 clinical
sites in Maryland, the District of Columbia
and northern Virginia. At the nearby
University of Maryland Medical System,
students see first-hand the latest advances
in such areas as neonatal care, coronary
care, cancer treatment and trauma care.

The School of Nursing has been a
leader in the education of nurse practi-
tioners and was among the first to devel-
op a master's program in primary care.
The graduate program also offers oppor-
tunities for specialization in new areas
such as health policy, trauma/ critical
care and nursing informatics.

One of the most important contribu-
tions the school makes to the community
and the profession is through the exper-
tise of its faculty. School of Nursing faculty
members hold leadership positions in
national professional organizations, in-
cluding the American Nurses Association
and the National League for Nursing, do
extensive nursing research and profes-
sional publication and serve as consul-
tants to health care agencies, institutions
of higher education and government.

Educational Philosophy

The School of Nursing, an autonomous
educational unit within the University of
Maryland, derives the broad outlines of
its purpose and functions from the phi-
losophy and policies of the university. As
an integral part of a university academic
health center, the School of Nursing
combines the missions of the university
and the goals of a professional discipline.
The mission of the school is to provide
leadership in nursing through scholar-
ship, research and evaluation. Identifica-
tion and development of areas of practice
and nursing care delivery systems which
anticipate and are responsive to societal
needs through the development of re-
search and teaching programs are the
primary focus.

The faculty of the School of Nursing
is accountable for implementing the triad
of university functions: teaching, research
and service, and recognizes the interrela-
tionships among teaching, research and
practice in nursing. Through participation

in research and utilization of valid re-
search findings, teachers and students
contribute to effective nursing practice.
These functions and activities are attuned
to the ever-changing needs of society in
the global community.

Inherent in the practice of nursing is
the shared belief that man is an integra-
tion of components and processes that
cannot exist independently of each other.
Internal and external environmental in-
fluences alter man's state of health along
the continuum of time. When manipula-
tion of these forces is required to en-
hance man's potential for health, nursing
can function to bridge the gap between
potential and actual health states.

The goal of professional nursing is to
assist the individual, the family and the
community in the development of their
potential by helping each to gain, main-
tain or increase an optimal level of health.
The nurse becomes an integral part of the
environment of the client, acting with
awareness of selected factors and inter-
acting in a dynamic way within that
environment. Through a mutual relation-
ship based on trust, the nurse demon-
strates respect for the client's autonomy,
integrity, dignity and feelings, and recog-
nizes rights and responsibilities. This
kind of nursing is best fostered in a
delivery system which is responsive to
the range of internal and external forces
affecting health care, strengthening the
forces which contribute to higher states
of health and diminishing those which
lead to reduced levels of health. The goal
of nursing is achieved through recogni-
tion of specific needs of consumers and
the mobilization and distribution of
resources to meet those needs. The effec-
tive operation of the health care system
requires essential input from both con-
sumers and professional nurses to achieve
desired goals.

Education is an ongoing process which
involves the teacher and the learner in
pursuing and sharing knowledge in an
organized setting with planned experi-
ences resulting in desired behavioral
change. Believing in democratic princi-
ples, the faculty emphasizes its faith in
the individual as a being of inherent
worth and dignity and as having the right
and responsibility to participate in the
educative process to the extent of one's
capabilities. Learning is enhanced in a
setting which encourages analytical
evaluations of existing health practices
and open communication among mem-
bers of the various health services. Under
the guidance of the faculty, purposeful

behavior is developed and encouraged in
students through the incorporation of
knowledge from the humanities and the
behavioral, biological and physical sci-
ences as well as from current theory and
practice in professional nursing.

The three education programs within
the School of Nursing, undergraduate,
graduate and continuing education, have
evolved from and are in agreement with
this philosophy. Elaboration of this basic
philosophy will be found in sections of
this bulletin dealing with the undergrad
uate program, the graduate program and
the continuing education program.

History

The School of Nursing, one of the six
professional schools on the University of
Maryland's Baltimore campus, was estab-
lished on December 15, 1889, by Louisa
Parsons, a student of Florence Nightingale
and a graduate of St. Thomas's Hospital
School of London, England. Because of
her keen interest in Miss Parsons's new
American school, Miss Nightingale de
signed the cap which is still worn by
graduates of the program and is known
as the Nightingale cap.

The original curriculum of the Uni-
versity of Maryland Training School
required two years for completion; it was
extended to three years in 1902. In 1920
the School of Nursing became a separate
unit of the University Hospital. An op-
tional five-year curriculum was instituted

in 1926, combining two years of arts and
sciences on the College Park campus and
three years at the School of Nursing in
Baltimore. Both a Bachelor of Science
degree and a Diploma in Nursing were
awarded upon completion of the five
year program. This sequence, as well as
the three-year hospital school, were
phased out in 1952 when Dr. Florence M.
Gipe became dean of the new four-year
pre >gram leading to the Bachelor of Sci-
ence degree in nursing.

In 1954 the School of Nursing began
to offer a Master of Science program
through the Graduate School of the
University of Maryland. The University of
Maryland School of Nursing was desig-
nated by the Southern Regional Board as
one of six institutions to offer graduate
programs in nursing.

In 1964 the Walter Reed Army Institute
of Nursing was created through a contrac-
tual arrangement between the Depart
ment of the Army and the University of
Maryland, thus extending the teaching
facilities of the School of Nursing to
include Walter Reed Army Medical Cen-
ter. This and other military and civilian
clinical centers offered the faculty of the
School of Nursing the opportunity to
provide learning experiences for students
subsidized by the United States Army
who, following graduation from the
University of Maryland, served three years
in the Army Nurses Corps.

In the late 1960s the school's continu-
ing education program expanded to pro-
vide increased resources for nurses in
Maryland. In 1971 the school initiated a
research development project through
funding from the Division of Nursing,
National Institutes of Health. Tine project
was designed to improve patient care
through providing means whereby key
School of Nursing faculty held joint
appointments in the Department of Nurs-
ing in the University of Maryland Hospital.
The project augmented the school's re-
sources for increasing faculty and student
research.

A research development grant from
the Division of Nursing, Department of
Health, Education and Welfare awarded
to the School of Nursing from 1970 to
1975 increased faculty involvement in
research and led to the creation of a
Center for Research.

An outreach program for community-
bound nurses in Western Maryland and
the Eastern Shore was initiated in 1975 in
order to enlarge the pool of baccalaureate-
prepared nurses in the state of Maryland.
The first outreach baccalaureate nurse
graduated in June, 1978, and in the fall of
1980, the master's degree program began
classes in these areas of Maryland.

In the academic year 1986-87, the RN
to BSN program expanded its efforts to
include class offerings in Easton, Mont-
gomery Counts-, Harford County and in
Southern Maryland. Courses in the MS
program were offered in Montgomery
County and exploration is ongoing
regarding additional needs throughout
the state.

The graduate school approved a new
master's curriculum in 1976. The revision
allowed the creation of a new Department
of Primary Health Care. In 1978, the
specialization of gerontological nursing
was added to the master's curriculum,
and in 1979, a concentration in nursing
health policy was developed. Curriculum
revision in 1987 strengthened the spe-
cialties by eliminating the requirement of
a secondary area; a track in Nursing
Informatics is being proposed.

A separate baccalaureate curriculum
of the School of Nursing is open to regis-
tered nurses who wish to pursue further
study. In recent years increased effort has
been directed toward elimination of
duplication and extension of opportunity
for career advancement for this important
group of nurses. In 1985, a Statewide
Nursing Education Articulation Model
was implemented within the state. This

model offered three options for receiving
credit for previous education in diploma
and associate degree programs when
applied to a BSN degree in the public
schools in Maryland. The University of
Maryland has implemented this model
within the separate RN to BSN program
and is working hard to enhance educa-
tional career mobility for the RN student.
In the fall of 1983 the RN to BSN program
relocated to the University of Maryland
Baltimore County campus as part of the
School of Nursing expansion program.

During the administration of the
second dean of nursing, Dr. Marion I.
Murphy, a proposal for a doctoral pro-
gram in nursing was approved. In the fall
of 1979 the program began and in May,
1984, the first Doctor of Philosophy in
Nursing degree was awarded.

Nurses Alumni Association

Organized in 1895, the Nurses Alumni
Association provided early leadership in
the organization of the Maryland Nurses
Association and in passage of the Nurses
Licensing Act of 1903- Over the years
alumni have demonstrated not only their
strong support of the school but also
awareness of changes taking place in
nursing.

The historic pin, designed by Tiffanys
for the class of 1894, bore the inscription
Nurses Alumni Association until 1970
when, by action of the association, the
lettering for future graduates was changed
to School of Nursing, University of Mary-
land. The Nightingale cap, bestowed by
the school's founder, Louisa Parsons,
remains the property of the Nurses
Alumni Association. Since 1968, all bacca-
laureate graduates of the School of Nurs-
ing are eligible to purchase the cap.

Accreditation and Membership

The University of Maryland is accredited
by the Middle States Association of Col-
leges and Secondary Schools and is a
member of the Association of American
Universities. The undergraduate and
graduate programs of the School of Nurs-
ing are accredited by the National League
for Nursing; and the continuing education
program is accredited by the American
Nurses Association. The school maintains
membership in the Council of Member
Agencies of the Department of Bacca-
laureate and Higher Degree Programs of
the National League for Nursing and the
American Association of Colleges of
Nursing. The baccalaureate program is
approved by the Maryland State Board of
Examiners of Nurses. The school is
represented in the Council on Collegiate
Education for Nursing of the Southern
Regional Education Board by the dean,
associate deans for undergraduate and
graduate studies and the assistant dean
for continuing education.

Center for Nursing and Health
Services Research

The purposes of the center are: 1 ) to
provide an organizational unit through
which to promote research development
in the School of Nursing, with particular
emphasis on nursing and health services
research; and 2) to provide instruction in
research methods to the graduate and
undergraduate programs and provide
supportive services to student researchers.

The School of Nursing provides in-
troductory courses in research methods
for undergraduate students and more
advanced offerings for master's and doc-
toral students. The faculty of the Center
for Nursing and Health Services Research,
in addition to teaching, are available to
assist faculty and graduate students with
research design, sampling procedures,
techniques of measurement, data collec-
tion and analysis, preparation of proposals
and reports and grantsmanship. The cen-
ter has a research reading room with a
collection of 300 books primarily devoted
to aspects of research methods, selected
journals, an extensive file of 600 measure
ment instruments relevant to nursing
research and a data analysis laboratory
that houses a variety of microcomputers
for faculty and student use. Computer
service facilities on both the Baltimore
and College Park campuses also are uti-
lized extensively.

While center faculty are available for
consultation in all aspects of nursing
research, particular attention is given to
health services research, which involves
the organization, delivery, financing, and
quality of health care services. This is an
area in which the school and its affiliated
organizations have ongoing research
projects. By focusing on health services
research, the center fosters collaboration
on such research among faculty, center
affiliates and students.

School of Nursing faculty and students
participate in national as well as local
research consortiums. Research of a
multidisciplinary nature is increasingly
possible as nursing and other health dis-
ciplines have identified common prob-
lems. The center provides research con-
sultation to clinical agencies, conducts
research days, provides seminars and is
host to regional research conferences as
part of its faculty development commu-
nity service program.

Nursing Media Center

Audiovisual Facilities: The School of
Nursing's media center includes numer-
ous facilities for student and faculty use.
The audiovisual laboratory is where
students may view media programs re-
quired for class work. The lab includes
60 study carrels which incorporate play-
back equipment for film, videotape, film
strip, slide/tape, and audiotape programs.
The school's media holdings include over
300 programs in all formats for student use.

The media center also provides a
television studio and sound studio with
state of the art equipment for the in-
house production of audiovisual pro-
grams.

Students often use these facilities to
record role plays and other types of class
room interactions. Experienced audio
visual technicians are available to assist
students with media productions and to
consult with faculty on classroom appli
cations of media, and on grant proposal,
research and outside presentations.

The school also has a new darkroom
for the production of 35 mm color slides
and overhead transparencies. The media
center also can produce computer-gen-
erated transparencies.

The school provides extensive port-
able audio-visual equipment capabilities
for in-class use, including 15 overhead
projectors, 103/4 inch VCRs, five xh inch
VCRs and 10 slide/tape units.

Skills Practice: Undergraduate students
may practice skills and procedures in
Skills Laboratories adjoining the Nursing
Media Center. Clinical equipment enables
students to simulate direct care situations.
A skills nurse is available to assist students.

Computer Resources: The UMAB campus
offers numerous computer facilities for
student use. The School of Nursing com
puter laboratory contains 12 IBM PCs for
student use. The room is always staffed
by a proctor to help students who are
unfamiliar with equipment and software.
Software packages include dBase II1+,
Samna, Nutshell, PCWrite, PC-Calc and
File Express, in addition to Nursestar and
various CAI nursing progams. Students
may also bring their own software pack-
ages and use them in the lab. Hours of
operation are 8 a.m. to 7:45 p.m. Monday
through Thursday; and 8 a.m. -4 p.m. on
Friday.

Other IBM PCs for student use are
located in various academic departments
within the school. The School of Nursing
employs a microcomputer specialist to
help students and faculty with special
computing problems or needs.

THE UNIVERSITY OF
MARYLAND AT BALTIMORE

The School of Nursing is part of one of
the country's first centers for professional
education. Located on 33 acres in down-
town Baltimore, the campus for the pro-
fessions began in 1807 with the founding
of the School of Medicine. 'Hie School of
Nursing now shares the campus with the
Dental School; the Schools of Medicine,
Pharmacy, Law, Social Work and Com-
munity Planning; an interprofessional
Graduate School; and the University of
Maryland Medical System.

The medical system includes the
785-bed University of Maryland Hospital,
Cancer Center and Shock Trauma Center
on campus as well as the Montebello
Rehabilitation Hospital and James
Lawrence Kernan Hospital off campus.
Together, these serve as primary training
sites for many students in the professinal
schools as well as a comprehensive health
care facility for the community and the
state.

Opportunities abound for faculty and
students to join with other human service
professionals in interdisciplinary study,
informal exchange of ideas and interpro-
fessional clinical practice and research.
The Baltimore campus is located in the
midst of one of the greatest concentra-
tions of health care institutions, research
facilities, government agencies and pro-
fessional associations in the nation -
offering students a wide selection of
clinical field experiences.

The Health Sciences Library

The Health Sciences Library of the Uni-
versity of Maryland at Baltimore serves
the Dental School, the Schools of Medi-
cine, Nursing, Pharmacy, Social Work and
Community Planning, the University of
Maryland Medical System, the Graduate
School and other affiliated institutions.
Currently the library has over 250,000
volumes and over 3,100 current journal
titles and is ranked in size among the 15
largest health sciences libraries in the
United States.

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The library has one of the most ad-
vanced automated library systems in the
country. Circulation services are com-
pletely automated as is the catalog that
provides access to library holdings. The
online catalog can be accessed via library
terminals, on campus terminals linked
through the campus computer center and
personal terminals or microcomputers
with dial-up capabilities. The library also
provides access to a wide range of auto-
mated databases of the journal literature
through its computerized reference and
bibliographic services (CRABS).

The library is open 8 a.m. to 10 p.m.
Monday through Friday, 9 a.m. to 5 p.m.
Saturday, and 12 noon to 8 p.m. Sunday.
Special holiday and summer hours are
posted. Borrowers must show a valid
University of Maryland ID badge.

Computer Center

To make the benefits of information
technology available to enrolled students
on the UMAB campus, the Information
Resources Management Division ( IRMD)
staffs and maintains Technology Assisted
Learning (TAL) Centers in the School of
Medicine and the Dental School. These
provide access to microcomputers and
offer support in their use.

In addition, the IRMD offers access to
mainframe computers on both the LJMAB
and College Park campuses through the
facilities of Academic Computing. The
system has capabilities to use Basic,
Fortran, Pascal and PL-1 languages; and to
program statistical analysis packages SPSS,
SAS and BMDP.

THE CITY

In addition to professional opportunities,
the city of Baltimore, twelfth largest in
the nation, offers a stimulating environ-
ment in which to live and study. Several
blocks from the campus is the nationally
acclaimed Inner Harbor area, where
Harborplace, the National Aquarium, the
Maryland Science Center and other facili-
ties share an attractive waterfront with
sailboats, hotels, restaurants and reno
vated townhouse. The new Baltimore
Metro, the first leg of an anticipated
city-wide subway system, connects the
downtown area to the outskirts of the city.
As a cultural center, Baltimore boasts
an excellent symphony orchestra, many
fine museums, libraries and professional
theater groups. For sports fans, Baltimore
features Orioles baseball, Blast soccer
and league-winning lacrosse. The nearby
Chesapeake Bay offers unparalleled water
sports and the seafood for which the
region is famous.

ACADEMIC INFORMATION

REGISTRATION

Registration is conducted by the UMAB
Division of Admissions and Registrations.
Students receive instructions concerning
ciates and registration procedures. The
initial registration at the School of Nurs-
ing must be done in person. Returning
students may preregister for subsequent
semesters through the School of Nursing
Office of Admissions and Academic Pro-
gressions and pay their bills by mail. After
classes begin, students who wish to ter
minate their registration must follow
withdrawal procedures and are liable for
charges applicable at the time of with-
drawal.

Students who fail to register during
official registration periods must utilize
late registration dates published by the
Division of Admissions and Registrations
and pay a late fee of $25 together with a
$10 fee for each program change. Stu
dents must obtain appropriate approvals
to register late. Registration is completed
with the payment of the required fees.
Privileges of the university are available
only after registration has been completed.

All students must receive health clear-
ance from Campus Health Services in
order to begin their respective programs
and remain in clinical courses. This in-
cludes passing the physical examination
at a satisfactory level. At any time during
the program students may be required to
return to Campus Health for further phys-
ical or psychological evaluation. Failure
to comply with this policy may result in
dismissal from the school.

The Office of Admissions and Aca-
demic Progressions determines the plan
of study for undergraduate students.
Faculty academic advisors guide graduate
students in their plans of study.

Each matriculated graduate student in
the School of Nursing must obtain official
approval from an advisor for all courses
in which enrollment is sought outside
the School of Nursing. Credit is granted
only if such courses have had prior ap-
proval and are successfully completed.
Students must file a list of these courses
with the registrar on a registration card
signed by the advisor. Registration at one
University of Maryland campus permits a
student to register for courses ( space
available) offered by another campus
within the University of Maryland system.
Graduate students are not permitted to
enroll for courses on a pass fail basis.

Students admitted to the Graduate
School pay tuition and fees whether or
not the credit will be used to satisfy pro-
gram requirements. Graduate credit will
not be given unless the student has been
admitted to the Graduate School. The
admission of a new student is validated
when the student registers for and com-
pletes at least one course during the
semester for which entrance was autho-
rized.

Graduate students are expected to
participate in a program of graduate study
every semester after entry into an MS or
PhD program unless a student has re
ceived a leave of absence from the Vice
Chancellor for Graduate Studies and
Research. To maintain full-time status
graduate students must register for 48
units each semester (full-time graduate
assistants, 24 units). To maintain pan
time status graduate students must regis-
ter for at least one credit each semester.
Any graduate student making any demand
upon the academic or support services of
the university — whether taking regular
lecture, seminar or independent study
courses, using university libraries, labora-
tories, computer facilities, office space,
consulting with faculty advisors or taking
comprehensive or final oral examinations
- must register for the number of grad-
uate credits which, in the judgment of

the faculty and advisor, accurately reflect
the student's involvement in graduate
study and use of university resources.
Exceptions to this policy may be
granted by the Vice Chancellor for Grad
uate Studies and Research upon written
request of the program director. Failure
to register for one credit will result in
students being dropped from the rolls of
the Graduate School unless approval for
a leave of absence has been received

Graduate Unit System

In order to accurately reflect the involve-
ment of graduate students in their pro
grams of study and research, and the use
of university resources in those programs.
the graduate councils use the graduate
unit system in making calculations to
determine full- or part-time graduate
student status, in the administration of
minimum registration requirements
described below, and in responding to
student requests for certification of full-
time status. The number of graduate units
per semester credit hour is calculated in
the following manner:
Courses in the 001-399 series cany 2 units

credit hour.
Courses in the 400-499 series cany 4 units/

credit hour.
Courses in the 500 599 series carry 5 units/

credit hour.
Courses in the 600-798 and 800-898 series

carry 6 units credit hour.

Masters thesis research (799) carries

12 units credit hour.
Doctoral dissertation research (899)

carries 18 units credit hour.

To be certified a full-time student, a
graduate student must be officially regis-
tered for a combination of courses
equivalent to 48 units per semester. A
graduate assistant holding a regular
appointment is a full-time student if
registered for 24 units in addition to the
service appointment.

Determination of In-State Status

An initial determination of in-state status
for admission, tuition and charge-differ-
ential purposes will be made by the
university at the time a student's applica-
tion for admission is under consideration.
The determination made at that time, and
any determination made thereafter, shall
prevail in each semester until the deter-
mination is successfully challenged.

Students classified as in-state for
admission, tuition and charge-differential
purposes are responsible for notifying the
Division of Admissions and Registrations,
in writing, within 15 days of any change
in their circumstances which might in any
way affect their classification at UMAB.

The determination of in-state status
for admission, tuition and charge-differ
ential purposes is the responsibility of
the Division of Admissions and Registra
tions. A student may request a re-evalua-
tion of this status by filing a petition
( available in the Baltimore Student
Union, Room 326).

RECORDS

Disclosure of Student Information

In accordance with "The Family Education
Rights and Privacy Act of 1974" (PL93-380),
popularly referred to as the "Buckley
Amendment," privacy of student records
is assured. Specifically, the act provides
for the student's access to educational
records maintained by the school, chal
lenge to content of the records and con-
trol of disclosure of the records. A full
policy statement maybe found in the
current UMAB Student Handbook issued
to all incoming students.

Transcripts

All financial obligations to the university
must be satisfied before a transcript of a
student's record will be furnished any
student or alumnus. There is a charge of
$300 for each transcript. Checks should
be made payable to the University of
Maryland. Transcripts may be obtained
by writing:

Division of Admissions and
Registrations

University of Maryland at Baltimore

621 West Lombard Street

Baltimore, Maryland 21201

Review of Records

All records, including academic records
from other institutions, become part of
the official file and can neither be re-
turned nor duplicated. Provisions are
made for students to review their records
if they desire. A request to review one's
record should be made a week in advance
through the Office of Admissions and
Progressions.

UNDERGRADUATE ACADEMIC
REGULATIONS

Degree Requirements for the
Baccalaureate Program

It is the responsibility of faculty of the
school to establish and publish degree
requirements. Responsibility for knowing
and successfully meeting these require-
ments rests with the student. Require
merits are set forth in this catalog and
updated annually in the Academic
Handbook given to enrolled students at
the beginning of each academic year.
Current requirements are as follows:

1. Certain lower division coursework is
required for admission to the junior
year of the undergraduate program in
nursing. Official transcripts of this
coursework must be submitted to the
director of admissions and registra
tions by the published deadline date.

2. A minimum of 122 credits in certain
coursework is required. The lower
division courses required for admis
sion to the junior year and the required
courses of the upper division major in
nursing completed at the University of
Maryland comprise the required cred-
its. At least the senior year must be
completed at the University of Mary-
land. This does not negate outreach
students from completing their courses
at outreach sites.

3. An upper division major in nursing is
required; courses appear elsewhere in
the catalog.

4. A minimum grade point average of 2.0
is expected each semester of the junior
and senior years, as well as a cumula-
tive grade point average of 2.0 for
graduation.

5. A grade of C or better is required in
both the didactic and clinical portions
of Nursing Concepts courses, NURS
314, 315, 326, 324, 325, 334 and 335
(except for NURS 326 which is graded
Pass/Fail and requires a Pass grade).
Also a C or better is required in NURS
311, 312, 313 and 333, and failure to
obtain this grade prohibits students
from moving to the next level con-
cepts course. In sequential courses
such as NURS 311, 312, 314, 315, 324,
325, 334 and 335 a C must be earned
in the initial course before registering
for the next one. If a D or F is received
in these courses, the course must be
repeated, with permission of the direc
tor of admissions and academic pro-
gressions, and a C grade or higher
earned the next time it is offered.

6. A diploma application must be filed
with the director of admissions and
registrations, University of Maryland at
Baltimore, before the stated deadline
in order to receive the degree.

Grading System

The following grades are used to report
the quality of upper division coursework
on grade reports and transcripts:

GRADE

QUALITY

GRADE
POINTS

Excellent

Good

Satisfactory

Minimal Passing

(but not

acceptable

in certain

courses)

Failure

—

Incomplete

—

Passing at C level or

above

—

Withdrew from all
courses and the

university

—

Audit

—

No Grade submitted

by faculty

—

NOTE: Only grades of A, B, C, D and F
are computed in the grade point average
on the grade reports published and main-
tained by the Division of Admissions and
Registrations.

A grade of P is given only for specified
courses that are graded Pass/Fail when
performance is at a C level or above.

A grade of D or F is unsatisfactory for
Nursing Concepts courses and the courses
titled Pathophysiological Concepts and
Clinical Implications, Pharmacologic
Agents and Clinical Applications, Intro-
duction to Nursing Process and Client
Assessment. These courses require a C
grade or higher for the fulfillment of
degree requirements. A grade of I is
given at the discretion of the instructor
only when extenuating circumstances
beyond the student's control prevent the
completion of a minor portion of work in
a course. Students receiving a grade of I
are responsible for arranging with the
instructor the exact work required to
remove the incomplete. If an I grade is
not removed by the end of the following

semester, the grade automatically con-
verts to F except with Nursing Concepts
courses, for which the time of comple-
tion is determined by the instructor. Any
I grade may preclude normal progression
in the program as determined by Under-
graduate Program Committee policies.

Computation of Grade Point Average for
a Semester: Grade points are given for
the courses attempted in a given semester
in the upper division major and multiplied
by the number of credits attempted. The
sum of the grade points divided by the
total credits for the courses, equals the
grade point average.

Computation of the Cumulative Grade
Point Average: The total grade points for
all courses (including upper division
cousework and courses accepted for
admission) are added and calculated as
above. Only the most recent attempt of a
repeated course will be calculated into
the grade point average.

Withdrawal Policy

A student may withdraw from the School
of Nursing at any time. A WD will be
recorded on the transcript. If the student
withdraws after the beginning of the
eighth week, a summary statement is
placed in the student's record with a
form noting whether the student was
passing or failing. Students who withdraw
from the school after the twelfth week of
the semester who are failing will receive
the grade they have earned on their
transcript, not a WD.

Dropping a Course

Students are not permitted to drop
courses. Exceptions to this rule may be
made by the director of admissions and
academic progressions when extenuating
circumstances warrant it. Dropped courses
are not recorded on the transcript.

Students who fail or drop a Nursing
Concepts course and maintain enrollment
in nonclinical nursing courses are eligible

to retake the concepts course the next
time there is space available. The director
of admissions and academic progressions
determines which nonclinical courses a
student can take while waiting to retake
concepts courses.

Students repeating a concepts course
as a result of a failure or drop may not
take additional nonclinical courses at the
time of the repeat without permission of
the director of admissions and academic
progressions.

Progression and Reinstatement

It is the student's responsibility to monitor
his or her academic progression toward
the completion of degree requirements,
as well as to maintain good academic-
standing. Students receive from faculty a
mid-semester warning if in jeopardy of
failing a course. At the end of each
semester, students receive from the direc
tor of admissions and registrations grade
reports on coursework completed. These
reports of official grades ( and their entry
on the official transcript ) and the grades

for courses accepted for admission are
used by faculty to certify academic stand
ing and to determine honors, academic
warning and the completion of degree
requirements.

The Undergraduate Program Com-
mittee meets regularly to establish and
implement policies on progression and,
through the Office of the Director of
Admissions and Academic Progressions,
formally notifies students in poor
academic standing who are placed on
academic warning or are academically
dismissed. Students are notified in writ-
ing when they are removed from aca-
demic warning.

Aeademie Standing and
Reinstatement

Good academic standing is defined as
satisfactory academic progress of a regis
tered degree candidate in coursework
and toward degree requirements.

Poor academic standing is defined as
academic performance that is temporarily
below the expected level of achievement
in a professional nursing course( s ).
However, such students are making
progress toward the degree. Such stu-
dents are normally placed on academic
warning and may be subject to academic
dismissal.

Aeademie warning is written notice to a
student in poor academic standing from
the Undergraduate Program Committee,
the director of admissions and academic
progressions or the associate dean for the
undergraduate program. In the written
notification of academic warning and
unsatisfactory academic achievement, the
student will be informed of the length of
the warning and any specific conditions
that must be satisfied to be removed from
warning. Specific conditions warranting
academic warning include:

1. A D or F in a nursing course

2. A cumulative grade point average of
1.960 to 1.999

3. A grade point average of less then 2.0
for any given semester

4. Academic dishonesty

5. An academic record reflecting other
unsatisfactory progress in meeting
degree requirements

Academic dismissal is dismissal from the
undergraduate program by the Under-
graduate Program Committee, director
of admissions and academic progressions
or associate dean for the undergraduate
program for continued evidence of
unsatisfactory progress toward meeting
course or degree requirements as usually
evidenced by repeated courses or aca-
demic warnings as specified below:

1. Two D or F grades earned in Nursing
Concepts courses

2. A cumulative grade point average of
1 .959 or lower

3. Being placed on academic warning
more than twice

4. Academic dishonesty

5. An academic record reflecting other
unsatisfactory progress in meeting
degree requirements

6. Failure to complete the required
junior year courses satisfactorily in
two academic years of continuous
enrollment

Dismissal of Delinquent Students

The school reserves the right to request
the withdrawal of students who do not
maintain the required standing of scholar-
ship, or whose continuance in the school
would be detrimental to their health, or
to the health of others, or whose conduct
is not satisfactory to the authorities of the
school. It is a general expectation that
students will abide by ailes and regula-
tions established by the university. Viola-
tion of university regulations may result
in disciplinary measures being imposed.

Appeal of Dismissal

Students academically dismissed from the
undergraduate program may appeal their
dismissal through the normal lines of
communication. These lines are:

1. Director of admissions and academic
progressions.

2. Associate dean for undergraduate
studies

3- Dean of the School of Nursing

The request for reconsideration must
be received in writing within two weeks
from the date of the previous decision.

Withdrawal from the school means a
student must:

1. Write a brief letter to the director of
admissions and academic progressions
explaining the reason for withdrawal;

2. Secure a withdrawal form with appro-
priate signatures from the director of
admissions and academic progressions;

3. Submit the signed withdrawal form to
the Division of Admissions and Regis-
trations.

The staff of the Office of Admissions
and Academic Progressions will notify
the instructors of the withdrawal. The
date used in computing refunds is the
date the application for withdrawal is
filed with the registrar, Division of
Admissions and Registrations.

Reinstatement is granted through the
Undergraduate Program Committee to
students who were academically dis-
missed, or who withdrew in poor aca-
demic standing. Students who withdrew
in good academic standing can apply for
reinstatement through the director of
admissions and academic progressions.
All written reinstatement requests are
made to the director of admissions and
academic progressions. In the student's
written request, the following should be
addressed:

1. The reasons the student left the pro-
gram and why the student was not
successful in the program (if appli-
cable).

2. What the student has been doing since
leaving the program. Reference (if
applicable) from current employer
must be submitted.

3. Why the student wants to return to the
program now and why the student
feels able to successfully complete the
program if reinstated. Letters of
recommendation from former faculty
may also be submitted.

Although such requests are considered
individually, these guidelines are
followed:

1. General admission policies of the
university and the school prevail (e.g.,
space available, university rules and
regulations).

2. Students may be reinstated only once.

3. A current physical examination by the
Campus Health Services is required,
indicating that the student's health
status is acceptable.

4. The student's academic record and
academic standing upon dismissal are
considered.

5. Academic requirements for reinstate-
ment will be specified and will include,
if appropriate, a mastery examination
in mathematics.

6. The student's potential for successful
completion of the program is evaluated.

7. Appropriate malpractice insurance is
required at the time of reinstatement.

Deadlines for requesting reinstate-
ment are: first Monday of November for
spring semester, first Monday of April for
summer and fall semesters.

Notification of the decision as to rein
statement may be delayed until informa-
tion on space constraints is available.

Plagiarism, Cheating and Other
Academic Irregularities

In cases involving charges of academic
irregularities or dishonesty in an exami
nation, classwork or course requirements
by a student, a faculty member or another
student shall report to the appropriate
chairperson any information received and
the facts within his or her knowledge.
Examples of academic irregularities or
dishonesty include acts such as plagia-
rism, cheating, misrepresenting someone
else's work as one's own work, falsifica-
tion of credentials, revealing contents of
an examination to anyone who has not
yet taken the exam, failure to report
infractions and any other academic-related
behaviors that are disrespectful of the
rights of individuals, the policies of the
School of Nursing and the university or
the professional standards of conduct.

After having considered evidence
submitted by student and faculty, if the
chairperson determines that an infraction
has occurred, he or she shall determine
the appropriate disciplinary action. A stu-
dent who is dissatisfied with the decision
may appeal to the associate dean for
undergraduate studies and, if necessary,
to the dean, School of Nursing.

Possible penalties for violations of
this policy include: being placed on
academic warning, receiving a failing
grade for the course, suspension,
expulsion.

GRADUATE ACADEMIC
REGULATIONS

Degree Requirements

Requirements for graduation from the
master's degree program include: achiev-
ing a cumulative grade point average
of B or 30, successful completion of
the planned program within a five-year
period, successful completion of the
comprehensive examination and comple-
tion of a minimum of one year of full-
time study or its equivalent. Requirements
for graduation from the doctoral program
include: completion of the planned pro-
gram within a nine-year period (a maxi-
mum of five years between matriculation
and admission to candidacy and a maxi-
mum of four years following admission
to candidacy); admission to candidacy
for the doctoral degree; achieving a
cumulative GPAof at least 3-0; successful
completion of preliminary, comprehen-
sive and final oral examinations; comple-
tion of a satisfactory dissertation; and
completion of a minimum of two con-
secutive semesters of full time study.

The student must maintain continuous
registration and must be registered for at
least one credit in the semester in which
she/he wishes to graduate.

Application tor the diploma must be
filed with the registrar within the first
three weeks of the semester in which the
candidate expects to obtain a degree
except during the summer session. Dur
ing the summer session, the application
must be filed in the office of the registrar
during the first week of classes.

A student who does not graduate at
the end of the semester in which he or
she applies for the diploma must reapply
for it in the semester in which he or she
expects to graduate.

Plan of Study

Upon admission to the graduate program
each student is assigned an academic
advisor. The advisor assignments are sub-
ject to change as additional interests of
the student are determined or upon
request of the advisor or advisee. The
advisor is available for academic coun-
seling and guides the student to develop
a plan of study, determine research inter
ests and select a thesis/dissertation chair-
man or readers for the seminar paper
(for master's students).

All graduate students must complete
a Plan of Study form, which outlines the
student's expected progression through
the degree requirements. One copy of
this Plan of Study must be filed with the
Graduate School by the beginning of the
second semester of study for master's or
third semester of study for doctoral stu
dents. A second copy of the Plan of Study
remains in the student's nursing program
file. Any major alteration of the plan neces-
sitates filing an amended plan. It is sug-
gested that students retain a copy of this
plan for their own files.

The entire course of study constitutes
a unified program approved by the stu-
dent's advisor and by the Graduate
School. Faculty in each program provide
individualized guidance in the selection
of courses based upon guidelines and
policies approved by the nursing pro-
gram and the Graduate School. Consider-
able flexibility is possible within a stu-
dent's area of interest and specific career
goals.

Scholastic Requirements

It is the responsibility of each student
to remain informed of and adhere to all
Graduate School, nursing program and
university regulations and requirements.
Additional policies and procedures are
found in the Graduate School catalog, the
Nursing Program Faculty Advisor/Student
Handbook and in Important Dates for
Advisors and Students, issued each year
by the Graduate School.

The Graduate School requires that all
students achieve a B or 3-0 cumulative
GPA by the end of the third semester of
study. No grade below a C is acceptable
toward the graduate degree. The master's
degree nursing program requires that a
student receive a B or higher in the core
and required nursing courses in her/his
area of concentration. Any course with a
grade below B in the area of concentra-
tion must be repeated.

Since graduate students must maintain
an overall B average, every credit hour of
C in coursework must be balanced by a
credit hour of A. A course in which a
grade of less than B is received may be
repeated. The grade on the repeated
course, whether it is higher or lower than
the original grade, is used in the grade
point average calculation. Courses in the

V* .J

degree program which are completed
with a D or F must be repeated. Grades
earned for thesis or dissertation research
and grades earned from courses which
are transferred for degree credit from
other schools and/or previous study are
also not included in the computation of
the GPA.

Transfer Credits

A maximum of six credits of acceptable
graduate level coursework may be applied
toward the master's degree as transfer
credits from another school or from the
coursework only status. In the doctoral
program, transfer credits are individually
assessed to determine relevance to the
student's program of study; a variable
number of credits is permissible. Permis
sion must be given by the major advisor
and the Graduate School before any cred-
its are transferred. In order to be eligible
for transfer, the transfer course must have
been taken within the statute of limita-
tions for the degree and may not have
been used to satisfy requirements for any
other degree or admission into the grad-
uate program. Transfer credits are not
calculated in the final grade point average.

Credit by Examination

Graduate students may receive credit by
examination only for courses for which
they are otherwise eligible to receive
graduate degree credit. In the master's
program a maximum of six (nine in Pri-
mary Care) credits is possible through
credit by examination. A graduate student
seeking to utilize this option must obtain
the consent of the advisor and of the
instructor currently responsible for the
course. The Graduate School maintains a
list of courses for which examinations are
available or will be prepared. A fee is
paid upon application for the examina-
tion and is not refundable regardless of
whether or not the student completes the
examination. The grade received for a
course accepted through credit by exam-
ination is computed in the grade point
average.

Withdrawal from a Course

A withdrawal is noted on the student's
transcript by a WD. In cases of excessive
absences from courses, an F is given un-
less the student officially withdraws from
a course. The semester credits for the F
grade are computed in the grade point
average.

Temporary and Final Grades

A temporary grade of "Incomplete" may

be given, on occasion, to graduate stu-
dents unable to complete all the require-
ments of a course in the semester in
which it is taken. An "Incomplete" grade
must be changed to a final letter grade
(A, B, C, D, F) within one full academic
year of the time at which the course
ended. Failure to report a final letter
grade within this one year time period
will automatically result in the student
being awarded a grade of F.

In calculating the GPA, 1=0; therefore,
a grade of I constitutes a penalty until the
I grade is removed. A course with an in-
complete grade should not be repeated.
Students with provisional admission or
on academic probation may not register
for additional coursework until the I
grade is removed. These policies do not
apply to 799 or 899 research grades, which
should be removed when the applicable
research has been certified by the appro-
priate oral examination committee.

A temporary grade of "No Mark" may be

given, on occasion, when faculty mem
bers are unable to complete the grading
process within the semester in which the
course is given even though the student
has completed all requirements. A grade
of NM must be changed to a letter grade
(A, B, C, D, F) by the beginning of the
next semester after the course was given.

Academic Progress —
Unsatisfactory Achievement

At the end of each semester, the record
of every student is reviewed by the Mas
ter's Program or Doctoral Program Com-
mittee. A student's registration in the
graduate program may be discontinued
at any time if work or progress is deemed
unsatisfactory.

Provisional Admission: Any student
admitted provisionally will be granted
unconditional status when the provi
sion(s) have been satisfied. The Graduate
School will be responsible for notifying
the department if a student fails to meet
the provisions of admission. The Grad-
uate School will dismiss those provisional
students who fail to meet the provisions.

Academic Jeopardy — Unconditional
Admission: Unconditionally admitted
full-time students who have not main-
tained a B average during the first semes
ter (9 credits) are to be placed on proba-
tion and will be dismissed if B minimum
grades in every course (9 credits) are not
achieved during the next semester.
Unconditionally admitted part-time stu-
dents who have not maintained a B aver-
age for the first 12 credits are to be placed
on probation and must achieve B mini-
mum grades in every course during the
next 12 credit hours or they too will be
dismissed. If the semester's grade point
average is below 2.75 the student will be
requested to withdraw.

Academic Progress at the End of the
Third Semester: A cumulative GPA of 30
must be attained by all graduate students
(MS and PhD students) by the end of the
third semester and thereafter. Failure to
achieve and maintain the 3-0 average will
result in dismissal from the program. In
addition, a satisfactory level of research
performance as determined by the re-
search advisor and Research Committee
must be maintained or a dismissal from
the program could result.

Failure of Comprehensive Examinations
in Master's Degree Program: A master's
student who fails one or more questions
on the comprehensive examination may
schedule a retake examination. If a stu-
dent should have a second failure of an
examination question(s), additional
coursework will be required as recom-
mended by the student's advisor. Failure
on the second retake will result in dis-
missal of the student.

Additional Doctoral Program Require-
ments: A student will be asked to with-
draw from the doctoral program upon
recommendation of the Doctoral Program
Committee if any of the following events
occur.

a. Failure to maintain a cumulative GPA
of 3-0 (as specified above)

b. Failure on preliminary examination at
second attempt

c. Failure on comprehensive examina-
tion at second attempt

d. Failure to be admitted to candidacy
within five years of admission into the
program

e. Failure to complete degree require-
ments within four years following
admission to candidacy

f. Failure to demonstrate a satisfactory
level of research performance as deter-
mined by the research advisor and
Dissertation Advisory Committee
g. Failure to maintain continuous
registration

Withdrawal, Suspension, Dismissal

A Graduate School Program Withdrawal
Form must be completed and submitted
when a student officially withdraws from
the graduate program. An application for
withdrawal bearing the proper signatures
must be filed in the office of the registrar.
If a student leaves the university prior to
the conclusion of a semester or session,
the date used in computing a refund is
the date the application for withdrawal is
filed in the registrar's office. A student
who withdraws during a semester and
does not file an application for with
drawal with the registrar will receive
marks of failure in all courses and will
forfeit the right to any refund.

The faculty advisor and graduate stu-
dent share the responsibility for the stu-
dent's progress. Students are expected to
comply with rules and procedures of the
Graduate School as well as with specific
requirements established by individual
departments. In fulfilling this responsibil-
ity the student should seek the advice of
a faculty advisor, department chairperson
and/or the administrative officers of the
School of Nursing and the staff of the
Vice Chancellor for Graduate Studies
and Research.

Procedures are established to protect
the institution's integrity and the individ-
ual student's interests and welfare. The
University of Maryland, through its vari-
ous faculties and appropriate committees,
reserves the discretionary right to sus-
pend any student from the university for
failure to maintain a satisfactory academic
record, acceptable personal behavior,
accepted standards of practice in a clini-
cal agency or satisfactory standard of
health.

When the actions of a student are
judged by competent authority using
established procedure to be detrimental
to the interests of the university commu-
nity, that person may be required to with-
draw from the university.

SCHOLASTIC HONORS FOR
GRADUATES

Honor Societies

National Honor Society of Nursing: Sigma
Theta Tau, founded in 1922, is the
national honor society of nursing; Pi
chapter was established at the University
of Maryland in 1959. The purposes of
Sigma Theta Tau are to recognize su-
perior scholarship achievement, encour-
age and support research activities and
strengthen commitment to the ideas and
purposes of the nursing profession.

Candidates for membership are
selected from the graduating senior stu-
dents in the generic and registered
nurse programs and the graduate pro-
grams as well as from the nursing
community. Selection is based on scho-
lastic achievement, leadership qualities,
creativity, professional standards and
commitment.

A scholarship is offered by Pi chapter
to a nursing student each year. Eligibility
requirements are similar to those estab-
lished for membership. Applications may
be obtained from the counselor of Pi
chapter.

Who's Who Among Students in Ameri-
can Universities and Colleges: Member
ship in this organization is open to
juniors, seniors and graduate students in
the School of Nursing. Both students and
faculty participate in the nomination and
selection of members on the basis of the
following criteria: scholarship ability,
participation and leadership in academic
and extracurricular activities, citizenship
and service to the school and potential
for future achievement.

Phi Kappa Phi: Phi Kappa Phi is a national
honor society which was established at
the University of Maryland in 1920. Its
objective is to foster and recognize out-
standing scholarship, character and social
usefulness in students from all areas of
instruction. Candidates for membership
are selected from the basic baccalaureate,
registered nurse and graduate programs
in nursing.

Special Awards for Baccalaureate
Graduates

The Edwin and L.M. Zimmerman Award
The Frances Arnold Memorial Award
The Award for Excellence in Neurological

Nursing
The Award for Excellence in Nursing Care

of Children
The Award for Excellence in Nursing Care

of Adults
The Clinical Leadership Award
The Creative- Health Teaching Award
The Award for Excellence in Community

Health Nursing
The Award for Excellence in Psychiatric

and Mental Health Nursing
The Flora Hoffman Tarum Memorial

Award
The Elizabeth Collins Lee Award
The Nurses Alumni Association Award
The Nurses Alumni Association Award for

Leadership in a Campus Organization
The RN Faculty Award
The RN Award for Creativity
The RN Award for Community Projects
The RN Student Government Leadership

Award
The RN Award for Clinical Excellence
The RN Award for Scholarly Achievement

Other Awards

School of Nursing students are eligible
for several types of awards upon comple-
tion of the undergraduate or graduate
program. The awards, which are presented
at an academic convocation, have been
donated by the Nurses Alumni Associa-
tion or other groups or individuals who
wish to recognize outstanding individuals
in the student body. Annually a Research
Award is presented to a master's student
in recognition of excellence in research,
and an award is presented to the out-
standing master's student in each area
of concentration.

STUDENT SERVICES

OFFICE OF STUDENT SERVICES

The Office of Student Services is respon-
sible for providing activities and sen-ices
which assist students with personal and
academic adjustment to the School of
Nursing. Among the activities coordinated
by the office are student orientation,
Parents Day, Student Government Associ-
ation, a peer tutorial program, a writing
class, test taking and stuck' skills classes
and Honors Convocation. Additionally, a
counselor is available to assist students
who request counseling for personal
difficulties.

STUDENT ORGANIZATIONS

Several student organizations are active
in the School of Nursing. Those organiza-
tions which function at the undergraduate
level are as follows: Student Government
Association, Black Student Nurse Associa-
tion. Junior Class, Senior Class, pledge
yearbook, and Maryland Student Nurse
Association. Graduate students are repre-
sented by the Graduates in Nursing Asso-
ciation, which is affiliated with the UMAB
Graduate Student Association.

HEALTH SERVICES TO
NURSING STUDENTS

Hospital insurance is required of all full-
time nursing students (nine or more
semester hours) through either a univer-
sity plan (Blue Cross) or self-procured
equivalent coverage ($1,000,000 maxi-
mum). Students with equivalent policies
must provide proof of such coverage at
registration (with policy and card) and
complete an insurance waiver form for
approval.

All immunizations required by affili-
ates are provided by Campus Health
Services, and the school provides medical
care for its students through the Campus
Health Services, located on the first floor
of Howard Hall. 660 West Redwood Street

(Suite l-o). Emergency service is avail-
able, at night and on weekends, by call-
ing 328-5140 and talking directly to the
physician on call. Emergency room care
will be covered if the student is referred
by the physician on call. Campus Health
Services is managed by family physicians
with the support of nurse practitioners,
and is open from 7:30 a.m. to 5:00 p.m.
Monday through Friday.

A required student health fee makes
these services available and covers the
physical examination required of all
nursing students. Hospital care is fully
covered by the campus Blue Cross/Blue
Shield policy, and for a minor fee ($9) all
lab deductibles are also covered.

HOUSING

The University of Maryland at Baltimore
offers both apartment and dormitory-style
accommodations for students who are
single. Dormitory style living is available
in the Baltimore Student Union. Fully
furnished efficiency and one- and two-
bedroom apartments are available in the
uniquely restored Pascault Row town-
houses. For information concerning
housing, contact the Division of Resi-
dence Ufe, University of Maryland at
Baltimore, 621 West Lombard Street,
Baltimore, Maryland 21201.

ATHLETIC FACILITIES

The Athletic Center at UMAB is located
on the tenth floor of the Pratt Street
Garage. It is equipped with two squash
courts, two racquetball/handball courts
and two basketball courts, which are also
used for volleyball, and a weight room
with 15-station universal gyms. Both
men's and women's locker rooms are
equipped with saunas. UMAB students
with a current and valid ID are admitted
free.

Men's basketball, co-ed intramural
basketball and volleyball teams compete
throughout the fall and spring semesters.
The sports facility also sponsors squash
and racquetball tournaments and non-
credit mini-courses. UMAB students may
use the athletic facilities at the University
of Maryland Baltimore County, and may
purchase Man-land Terrapins tickets at
reduced rates.

FINANCIAL INFORMATION

UNDERGRADUATE FEES AND
EXPENSES, 1987-88

Baltimore Campus, Upper Division
(Junior Senior)

Per

Semester

Per
Year

Matriculation fee
(new students only)

$20.00 $20.00
(fall only)

Tuition*
Instate
(full time)
Out-ofstate
(full-time)
Part time (8 credits
or less)

704.00 1,408.00

2,257.00 4,514.00

82.00 per credit

Supporting facilities fee
(full-time)
(part-time)

65.00
22.00

130.00
44.00

Instructional resources
fee
(full-time)

28.00

56.00

Student health fee
(full time)
(part time)

28.00
15.00

56.00
30.00

Health insurance
(one person)
(two persons)
(family)

203-73
427.93
533.27

407.46

855.86

1,066.54

Malpractice insurance

Not yet determined

Student activities fee

7.50

15.00

Student government fee
(full time)
(part-time)

5.00
2.50

10.00
5.00

Dormitory fee,
double occupancy

929.50

1,859.00

Apartment fee

200-241 /month
plus utilities

Diploma fee (seniors)

30.00

Late registration fee

25.00

Change fee

10.00

*A $50 nonrefundable deposit is required
at the time of the students acceptance
for admission. This amount is applied to
the fall tuition.

Registered nurse students should check
the University of Maryland Baltimore
County catalog for fee information.

Explanation of Fees

Tuition helps defray the cost of operating
the university's programs.

Supporting facilities fee is used to sup
port the auxiliary facilities and service
provided for the convenience of all
students.

Instructional resources fee represents a
charge for instructional materials and/or
laboratory supplies furnished for and to
students.

Student health fee is charged to help
defray the cost of providing Campus
Health Services. This service includes
routine examinations and emergency
care. Blue Cross or other acceptable
medical insurance is also required.

Health insurance (the university plan or
equivalent insurance) is required of all
full-time students. Students with equiva-
lent insurance coverage must provide
proof of such coverage at registration.

Malpractice insurance is required of all
undergraduate nursing students.

Student activities and student govern-
ment fees are used at the discretion of
the various student government associa-
tions to provide financial support for
recreational, social and professional
activities.

Diploma fee helps defray costs involved
with graduation and commencement.

A late registration fee will be charged
those who do not complete registration
during the prescribed days. All students
are expected to complete registration,
including the filing of class cards and
payment of bills, on the regularly sched-
uled registration days. Students receive
registration instructions from the office
of the registrar.

Additional expenses include the pur
chase of uniforms (approximate cost
$130) and the required purchase of a
stethoscope at approximately $30. No
diploma, certificate or transcript will be
issued to a student until all financial
obligations to the university have been
satisfied. The university reserves the right
to make such changes in fees and other
changes as may be necessary.

GRADUATE FEES AND
EXPENSES, 1987-88

Matriculation fee ( new students) $20.00

Tuition, per credit

In-state 99.00

Out-of-state 176.00

Supporting facilities fee, per semester
Full-time 65.00

Part-time 22.00

Student health fee, per semester

Full-time 28.00

Part-time 15.00

Health insurance (Blue Cross),

per semester

One person 203-73

Two persons 427.93

Family 533-27

Malpractice insurance Not yet determined

Student activities fee, per semester 10.00

Graduation fee 30.00

Continuous registration fee

(doctoral candidates) 30.00

Late registration fee 25.00

Change fee 10.00

FINANCIAL AID

Student financial aid programs for grad-
uate students and generic undergraduate
students are centrally administered by the
Student Financial Aid Office, located in
the Baltimore Student Union. Financial
aid for students in the baccalaureate
degree program for registered nurses is
administered by the Student Financial Aid
Office at UMBO The LIMBC catalog pro-
vides program information.

The purpose of the program is to help
students who otherwise would be finan-
cially unable to attend the university. To
qualify for aid, students must apply
annually and meet certain eligibility
requirements.

Aid packages often include a com-
bination of loans, grants, scholarships
and work-study designed to meet 100%
of a student's need. Usually, 30% to 50%
of the need can be met with grant assis-
tance; the balance is met with loan or
work-study funds. Out-of-state residents
may find a lower percentage of their
need met, since many of the programs
are restricted to residents of Maryland.
Priority date for submitting applications
for the following year is February 15.

For more information, write:

Division of Student Financial Aid
University of Maryland at Baltimore
621 West Lombard Street
Baltimore, Maryland 21201

OTHER AID SOURCES FOR
BACCALAUREATE STUDENTS

Private organizations and donations have
established various scholarship and loan
accounts. Certain hospitals have special
plans for financial aid if the student
agrees to work for the agency upon
graduation. Students are routinely noti-
fied of their availability.

Reserve Officer Training Corps
(ROTC) two-year nursing scholarships
are awarded to applicants accepted into
the ROTC program and the upper divi-
sion nursing program. Students must
enroll in the ROTC course concurrently
with the nursing program. The scholar
ship includes tuition, fees and a stipend.

Additional Aid Sources for
Graduate Students

Graduate Assistantships: The School of
Nursing provides a limited number of
graduate research and teaching assistant
ships to doctoral students on a competi-
tive basis. These assistantships provide
remission of tuition ( 10 credits per
semester) and fees in addition to a
modest stipend.

The graduate assistant is generally
expected to make a work commitment
of approximately 20 hours per week.
Assigned duties are consistent with the
aims and objectives of the teaching and
research missions of the university. In
addition to the above, some research
assistantships are available through grant
or contract funds. Depending on the
qualifications required for a particular
position, master's and doctoral students
may be eligible to apply.

Prospective students interested in
being considered for graduate assistant
ships should make application to the
School of Nursing. No action is taken by
faculty until eligibility for admission has
been established.

Traineeships: Students who meet admis-
sion requirements and are U.S. citizens
are eligible to apply to the School of
Nursing for federal funds for full-time
study Professional nurse traineeships
available from the Division of Nursing,
Health and Human Services provide tui-
tion and fees (and a monthly stipend if
money is available).

Students in selected specialty areas
may also be eligible for support under
specialized grants obtained by the School
of Nursing or available through applica-
tion to a specific foundation or funding
source. Since there are limitations on the
number of traineeships available, appli
cants are ranked according to total pro-
fessional background. In the case of all
traineeships, prospective students make
application to the School of Nursing. No
action is taken by faculty until eligibility
for admission has been established.

Recipients of financial aid are expected
to make satisfactory progress toward at-
tainment of a degree and to abide by all
academic and nonacademic regulations
of the university. Graduate students must
maintain a 30 GPA to be eligible for
financial aid.

UNDERGRADUATE PROGRAM

OVERVIEW

The University of Maryland School of
Nursing offers one undergraduate pro
gram which leads to the degree Bachelor
of Science in Nursing (BSN). Two types
of students are admitted to the upper
division program: registered nurses and
generic students.

The program in professional nursing,
leading to the degree Bachelor of Science
in Nursing, is available to men and
women who establish eligibility for
admission. The first two years of prepro-
fessional study ( lower division course
requirements) are available at University
of Maryland campuses and at other
accredited colleges or universities. On
these campuses, the student pursues a
program geared to providing fundamen-
tals of liberal education and subjects
which are supportive to the study of
nursing. The junior and senior years are
devoted to completing the nursing major
on the Baltimore City campus.

Registered nurses who desire to bring
their previous preparation for nursing in
line with requirements for the bacca-
laureate degree are encouraged to estab
lish eligibility for admission. Credits
previously earned at an accredited two-
or four year college or university are
assessed according to University of Mary
land and School of Nursing policies
governing transfer of credit. Opportunity
is provided to establish credit for certain
foundational and nursing courses. The
program for registered nurses is offered
at the University of Maryland Baltimore
County campus. RN students receive their
degrees from UMBC.

Objectives of the Undergraduate
Program

The baccalaureate graduate of the Uni-
versity of Maryland School of Nursing is
committed to the total well-being of
people and demonstrates respect for their
dignity, worth, autonomy and uniqueness.
In ambulatory, community and inpatient
settings, the graduate provides effective
nursing care that assists individuals,
families and other groups at any point on
the health continuum to attain, regain or
maintain their maximum level of health
and functioning.

The baccalaureate program provides a
learning environment which fosters pur-
poseful self direction and implementation
of nursing care based on a deep grasp of
nursing knowledge and skill, analytical
thinking and discriminative judgment. As
a result of the educative process, the
graduate is able to assume beginning
leadership in the practice of nursing.
Awareness of nursing's effectiveness on
the improvement of health care services
to people gives impetus to the graduate 's
continuing search for knowledge which

supports practice. To achieve these ends
the graduate:

1. Synthesizes selected concepts from the
affective, cognitive and psychomotor
domains in formulating a philosophy
of nursing;

2. Uses affective, cognitive and psycho-
motor behaviors in applying the nurs-
ing process to individuals and small
groups;

3. Demonstrates personal and profes-
sional growth with increasing self-
direction;

4. Demonstrates leadership in nursing
practice;

5. Demonstrates responsible organiza-
tional behaviors in meeting professional
goals within health care agencies;

6. Collaborates in the assessment of and
planning for meeting the health care
needs of individuals and small groups;

7. Improves nursing practice through the
evaluation and application of selected
research.

Lower Division Requirements

Professional, upper division education in
nursing requires a foundation of learning
provided by required lower division col-
lege courses. Prior to fall matriculation in
the undergraduate program, all students
must have completed the lower division
course requirements listed below at an
accredited college or university.

Each of the other campuses of the
University of Maryland and all of the
Maryland community colleges have
designed special articulation programs
which facilitate a student's admission to
the School of Nursing. In addition, Frost-
burg State College, Morgan State Univer-
sity and Villa Julie College have articula-
tion programs with the School of Nursing.
A list of the course numbers and titles of
the lower division courses offered at the
particular institution that meet the lower
division requirements is available at the
counseling center of the college.

COURSE REQUIREMENTS CREDITS

English composition (C or better
grade) 6

Chemistry, with laboratory ( inorganic
& organic content, C or better
grade )

Human anatomy and physiology, with
laboratory ( C or better grade) 8

Microbiology, with laboratory (C or
better grade) 4

Social sciences ( includes sociology,
psychology, anthropology, political
science, economics, geography) -
one course must be in sociology
and one must be in psychology 9

Human growth and development

( sophomore level ) 3

Humanities — ( from at least three
of the following areas: literature,
language, fine arts, history,
philosophy, mathematics, public
speaking) — three credits of
college level mathematics must
be taken 12

Nutrition ( sophomore level ) 3

Electives 6

Minimum Total 59

The following policies govern the transfer
of lower division college credits to the
School of Nursing:

1. Human anatomy and physiology',
chemistry and microbiology must be
courses for students who plan to or
could use them as credits toward a
major in these areas. In other words,
they cannot be terminal courses for
nonmajors.

2. Required natural science courses

( chemistry, micobiology and human
anatomy and physiology) must in
elude laboratory experience.

3. Courses in religion will be accepted
in transfer when they have been
taught within a framework which
oversteps specific sectarian concerns
and/or dogma.

4. Basic nutrition must be a course with
prerequisites of organic chemistry
and anatomy Applicants should con-
tact the Office of Admissions and
Academic Progressions for the course
numbers of approved nutrition
courses at Maryland institutions.

5. Humanities credit will be given for
one studio course in the fine arts
(e.g., a class in piano or painting)
only if credit in the appropriate sur-
vey course is also earned ( music
literature, historv of art, etc.).

6. Ds are not transferable for English
composition, chemistry, anatomy and
physiology and microbiology fn >m
either in-state or out-of-state institu-
tions. For other courses, Ds are trans-
ferable from in-state public institu-
tions only.

7. Courses taken on a Pass/Fail basis
may be used for nonscience credits
only. Up to 6 credits of Pass may be
transferred.

8. A sophomore- level human growth
and development course covering
content throughout the various stages
of the lifespan is required. Applicants
should contact the Office of Admis-
sions and Academic Progressions for
the course numbers of approved
human growth and development
courses at Maryland institutions.

9. A college level mathematics course is
required. The course should be one
with a prerequisite of some college
preparatory mathematics in high
school.

10. Remedial and/or repetitive courses
are not applicable for credit.

1 1. Nursing courses are not transferable

( these are taught in the junior/senior
years).

12. Natural science courses taken 10 or
more years prior to a student's
matriculation date will generally not
be accepted for generic students.

13- Only students with an overall grade
point average of 2.0 or better will be
considered for admission.

14. Only 59 applicable credits are neces-
sary for matriculation to the School of
Nursing. A maximum of 62 will be
applied toward the matriculation
grade point average.

15. Whenever possible, credits recorded
on an applicant's transcript! s) will be
used as the basis for calculating the
matriculation grade point average
rather than those grades resulting
from courses listed on the Courses In
Progress sheet, which is a form in-
cluded in the official application.

16. No more than half of the 122 appli-
cable credits required for graduation
can be earned by examinations (see
Department Examinations and CLEP,
below ).

Establishing Lower Division
Credit by Examination

Department Examinations: Many two- and

four year colleges and universities pro
vide an opportunity for students to take
examinations for credit, provided the
student has had some instruction and
experience in the content of the course
under consideration.

Arrangements are made by students
with the appropriate departments in the
college in which they are matriculated on
a full or part-time basis. The School of
Nursing will accept the credit earned by
examination provided the course name
and number, grade and credits earned
are on the transcript. ( In most cases,
Pass Fail grades are not accepted).

CLEP: It is possible to earn credit by
examination through the College Level
Examination Program (CLEP) of the Col-
lege Entrance Examination Board. The
School of Nursing recognizes selected
CLEP exam results for credit, provided
the student earns a grade determined
acceptable. The results from the CLEP
tests can be submitted to the Division
of Admissions and Registrations, Room
326, Baltimore Student Union, 621 West
Lombard Street, Baltimore, Maryland
21201 for evaluation of the score's
transferability.

Assessment Form

(FOR STUDENT USE ONLY/NOT TO BE SUBMITTED TO THE SCHOOL)

The following form is a model of the sion. Interested students can use it to

form used by admission officers in asses- keep track of their progress in meeting
sing an applicant's eligibility for admis- lower division requirements.

LOWER DIVISION

REQUIREMENTS

REQUIRED
CREDIT

English composition 6

Chemistry, with laboratory 8

( including inorganic and organic
content)

Human anatomy and physiology, 8

with laboratory

Microbiology, with laboratory 4

Social sciences (9 cr.) — includes

sociology, psychology, anthropology,

political science, economics,

geography

One course must be in sociology and

one must be in psychology

Human growth and development 3
(sophomore level)

Humanities (12 cr.) — need 3
credits of college-level mathematics
and courses from at least 3 of the
following areas: literature, language,
fine arts, history, philosophy,
mathematics, public speaking.

Nutrition ( s< >ph< >more level ) 3

Academic electives 6

Matriculation GPA

Minimum total 59

CREDIT
EARNED

GRADE

Q.P.

SCHOOL

YEAR
TAKEN

ADMISSION TO THE
UPPER DmSION

General Information

Applications may be obtained between
the middle of September and January 31
for the next admission class from:

Division of Admissions and
Registrations

University of Maryland at Baltimore

62 1 West Lombard Street

Baltimore, Maryland 21201

Phone: 328-7480

Application deadline is February 1. All
supponing documents must be received
by March 1.

Required application materials must be
submitted before a final decision can be
made on an application:

1. Transcripts of all college-level work
taken to date, including summer
sessions.

2. Courses in Progress form, including all
coursework which the applicant is cur-
rently taking, as well as all courses
which will be taken during upcoming
semesters to meet the lower division
requirements.

3. Course descriptions, if applicants have
taken any of the required natural sci-
ence, nutrition or human growth and
development courses out-of-state.

4. A personal interview may also be
required.

5. Generic and RN applicants previously
enrolled in a nursing program from
which they did not graduate may be
required to submit the following addi-
tional information before a final deci-
sion can be made on their application:

a. A written statement from the school
of nursing indicating the student's
current status in that nursing pro-
gram.

b. A written statement from the appli-
cant explaining any unsatisfactory
performance in the previous nursing
program.

Pre-admission counseling sessions are

offered by the staff of Admissions and
Academic Progressions for students
interested in admission to the school.
The individual or small group counseling
sessions include an explanation of the
admission process and each attendee's
academic credentials are evaluated. For
an appointment on the UMAB campus,
phone (301) 328-6282; for an appoint-
ment on the UMBC campus phone (301)
455-3450.

For updated admissions information,
students planning to apply to the School
of Nursing for fall 1989 should contact
the director, Office of Admissions and
Progressions, University of Maryland
School of Nursing, 655 West Lombard
Street, Baltimore, Maryland 21201 in the
spring of 1988.

Cardiopulmonary resuscitation (CPR)
certification is required of all generic
and RN students prior to their enrollment
in the School of Nursing. The certificate
must be valid for the time period which
covers August of the year of their initial
enrollment through June of the following
year. Since students will need to maintain
a valid CPR certificate during the entire
enrollment in the School of Nursing, they
will need to be recertified at the appro-
priate time. The Office of Admissions and
Academic Progressions will maintain the
record of student certification.
Applicants who attended foreign institu-
tions will need to validate which of the
credits taken at a foreign institution(s)
will be accepted as fulfilling the School
of Nursing's required lower division
courses. The students must (1) file an
official application with appropriate fee;
(2) have the appropriate officer at the
foreign school(s) attended send an offi
cial transcript(s) with English translation
to the Division of Admissions and Regis-
trations, University of Maryland at Balti-
more, 621 W. Lombard Street, Baltimore,
Maryland 21201. Since it takes approxi-
mately six months for the processing of
documents received from a foreign
country, it is critical that the student
apply in early fall for the following fall's
admission. Foreign students are required

to take the Test of English as a Foreign
Language. A score of 500 is considered to
be an indication that the applicant could
be successful in language comprehension
and use.

Undergraduate admission credentials
and application data are retained for
three years.

Admissions Information for
Generic Applicants

Normal educational sequencing leading
to a BSN for the generic applicant entails
graduation from high school; completion
of 59 lower division, preprofessional
course credits at an accredited college or
university; and completion of 63 upper
division, professional course credits.
(State Board Examinations to become a
registered nurse are taken following the
awarding of the baccalaureate degree.)
The School of Nursing matriculates
generic students into upper division
coursework in the fall of each year.
Students should apply for admission in
the fall prior to their expected matricula-
tion date. Students are eligible to apply
after completing approximately 30 credits
of the lower division preprofessional
coursework and developing a plan for
completing the remaining 29 credits by
the expected matriculation date. All
applications will be considered where
the applicant's overall grade point aver-
age is 2.0 or above. Admission is competi-
tive and the basic criteria for determining
admissions are:

1. Overall grade point average.

2. Completion by February 1 of 44
semester hours of applicable (lower
division) credits with a minimum dis-
tribution of these credits in the follow-
ing categories: English — 3 credits;
required natural sciences — 8 credits;
social sciences — 6 credits; humanities
— 6 credits.

3. Written plan for completion of all
required 59 lower division credits by
matriculation date.

Early Review: Students whose applica
don, required transcripts and course
descriptions, if applicable, are received
by the University of Maryland at Balti
more by December IS will be considered
for early review.

Early review decisions will be an
nounced as soon as they are made. Only
applicants who meet the criteria for early
review will receive their admissions deci-
sion at that time. Students who do not
meet the criteria for early review will
automatically be considered for regular
review. Decisions made by regular review
will be announced in March and April. In
addition, those applicants who do not
meet the academic criteria for the pro
gram will be notified once their applica
tion has been reviewed.

The following are the criteria for early-
review :

1. A minimum of approximately a 3-0
average in the preprofessional course
requirements attempted at the time of
record review. (All attempts of repeated
courses are used to calculate the grade
point average. )

2. Evidence of satisfactory completion of
8 of the required 20 credits in the
natural sciences at the time of record
review.

3. No D or F grades recorded for any
college-level work.

Regular Review: The application and
transcripts for all college level course
work completed through the fall semester
must be received by the School of Nurs-
ing's Admissions Office to be considered
for regular review. The deadline for
receiving all required transcripts and
course descriptions is March 1. Applica
tions still incomplete after March 1 will
be processed only if spaces remain to be
filled in the entering class.

A grade point average will be calcu-
lated for the preprofessional course
requirements attempted at the time of
record review. All attempts of repeated
courses are used to calculate the grade
point average for students previously

enrolled in a nursing program; nursing
course grades will also be included in
the grade point average calculation.

The academic credentials of the appli-
cant pool being considered for regular
review in a given year will help deter
mine the exact criteria for regular review.

Individual Admissions: Students who do
not meet the admission criteria for early
or regular review may still be eligible for
admission. They may include, but are not
limited to, the educationally disadvan-
taged and the mature adult. Applicants
who wish to be considered for individual
admission must submit a written request
to the Office of Admissions of the School
of Nursing after they have filed their
application.

Applicants who wish to be considered
for individual admission are required to
submit supportive information, such as
letters of recommendation and personal
statements, with their application explain
ing why their application deserves special
consideration and why their record does
not meet the criteria. Written requests for
individual admission and any supporting
documentation must be received no later
than March 1.

Individual admissions shall be limited
to 15 percent of the entering class of the
School of Nursing. Individual admissions
applicants and regular review applicants
are reviewed at the same time.

Although not a requirement for
generic applicants, scores from the Allied
Health Professions Admissions Test may
be submitted by individual admissions
applicants. These students may take the
AHPAT in November or January to im-
prove their admission status. In the event
an applicant's grade point average is not
competitive, the AHPAT scores, if sub
mitted, can be used as an additional
admissions criterion on. (AHPAT scores
are valid for five admissions years. )
Applications for the AHPAT may be
obtained from:

AHPAT — The Psychological
Corporation

7500 Old Oak Boulevard

Middleburgh Heights. Ohio 44130

Admissions Information for
Registered Nurse Applicants

Normal educational sequencing leading
to a BSN for the registered nurse entails
graduation from an associate degree
nursing program or diploma nursing
program; state licensure (failure to
become licensed after a student has
matriculated will result in the student
being immediately withdrawn from the
program); completion of 59 lower divi-
sion, preprofessional course credits at an
accredited college or university; selection
and completion of the advanced place-
ment, direct transfer or transition nursing
course option to satisfy remaining pro-
fessional nursing course credits; comple-
tion of 33 upper division, professional
course credits.

The School of Nursing matriculates
approximately 120 registered nurses into
upper division coursework in the fall of
each year. Students should apply for
admission in the fall prior to their ex-
pected matriculation date. Students are
eligible to apply after completing approx-
imately 30 credits of the lower division
preprofessional coursework and develop-
ing a plan for completing the remaining
29 credits by the expected matriculation
date. All applications will be considered
where the applicant's overall grade point
average is 2.0 or above.

The School of Nursing uses the pro-
cess of rolling admissions in reviewing
applications from registered nurses.
"Rolling admissions" means that the
earlier one applies and submits all
required information, the earlier one will
hear about being accepted to the school.
Admission is competitive and the basic
criteria for determining admissions are:

1. Overall grade point average.

2. Completion by February 1 of 44
semester hours of applicable credits
with a minimum distribution of these
credits in the following categories:
English — 3 credits; required natural
sciences — 8 credits; social sciences

- 6 credits; humanities — 6 credits.

3. Written plans for completion of all
required 59 lower division credits by
matriculation date.

4. Successful completion of direct trans-
fer, advance placement or transition
nursing course option.

Registered nurses who have graduated
from a diploma or associate degree nurs-
ing program may meet the remaining
School of Nursing requirements by suc-
cessful completion of one of the follow-
ing three options:

Option 1 - Advanced Placement: This
option is open to all RNs who elect to
take general education credit and ad
vanced placement exams in nursing.
Registered nurses may complete two
years of prerequisite general education
courses at any regionally accredited
community college, college or university.
In addition, registered nurses earn 30
credits in nursing by successfully com-
pleting four ACT/PEP exams and two
faculty-prepared exams to enter as seniors
at the University of Maryland School of
Nursing.

When the official application for
upper division study is received by the
School of Nursing, information about the
advanced placement examinations is
forwarded to the applicant and includes
study guides and registration forms for all
the examinations. The required advanced
placement examinations are as follows:

CREDITS

MINIMUM

GRADE OR

SCORE

NURS3H and 312
Pathophysiological
Concepts and
Clinical Implications
and Pharmacologic
Agents and Clinical
Applications

Satisfactory perfor-
mance < >ri a mathe
matics mastery
examination

NIIRS 426

Professional

Strategies

NURS 457 Maternal Total of 2 1

and Child Health

for these

Nursing

examina

NURS 554 Adult

tions

Nursing

NURS 503 Psychi-

atric Mental Health

Nursing

NURS 311 and 312 are prepared by
University of Maryland faculty members.
NURS 426, 457, 554 and 503 are prepared
by the American College Testing Center.
Those who would like to contact the
center directly may do so by writing:

ACT PEP

2201 North Dodge Street

P.O. Box 168

Iowa City, Iowa 52243

An applicant who fails NURS 311, 312
or 426 must take these courses after
matriculating in the program. Decisions
as to when these courses are to be taken
are the responsibility of the director,
Office of Admissions and Academic Pro-
gressions. Students have two attempts to
pass NURS 311, 312, 426, 457, 554 and
503 successfully. Students who fail NURS
457, 554 and 503 tests on the second
attempt are ineligible to enter the
program.

Advanced placement examinations
must be retaken if the student does not
matriculate in the upper division course
of study within five admission years.

Option 2 - Direct Transfer: This option
is open to registered nurses who grad
uate from a state-approved Maryland
diploma or associate degree program
after September, 1979. Registered nurses
can directly transfer credits toward the
prerequisite requirements for the bacca-
laureate degree in nursing and do not
have to take advanced placement exam
inations in nursing. Graduates of approved
programs earn 30 credits in nursing from
their prior program. General education
credits taken as part of a state approved
program transfer on a course by course
basis.

Option 3 - Transition Nursing Courses:

This option is open to registered
nurses licensed in Maryland who grad
uated from an associate degree or
diploma program prior to September,
1979, or who are out-of-state graduates.
By taking a series of three noncredit
courses, registered nurses can earn 60
college credits (30 in nursing and 30 in
general education ) toward the require
merits for the baccalaureate degee in
nursing.

Registered nurses are urged to seek
advisement from the Office of Admissions
and Academic Progressions to assist them
in selecting an option.

THE UPPER DMSION
CURRICULUM FOR
GENERIC STUDENTS

The junior and senior years of the nursing
curriculum are offered at the University
of Maryland's Baltimore campus. The
curriculum is based on an integrated
model whereby students are taught by
faculty who have specialized knowledge
and skill in the area of maternal-child,
psychiatric-mental health, medical-surgi-
cal, community health and primary care
nursing.

A faculty- student ratio of approxi-
mately 1:10 creates a learning situation in
which students have sufficient opportu-
nity to learn the clinical skills required of

professional nurses. Student placement
for the junior year is an administrative
decision. A lottery is used to make deci-
sions concerning senior student place
ments.

A typical plan of study for the upper
division nursing major follows.

JUNIOR YEAR CREDITS

Fall Semester

NURS 314

Concepts of Nursing I

NURS 311

Pathophysiological Concepts and
Clinical Implications

NURS 313

Introduction to Nursing Process

Spring Semester

NURS 315

Concepts of Nursing II

NURS 312

Pharmacologic Agents and Clinical
Applications

NURS 323

Stressors through the Lifespan

Summer Session

NURS 326

Clinical Nursing Elective

SENIOR YEAR

CREDITS

Fall Semester

NURS 324 or 325

( "( incepts of Nursing IIIA or B

NURS 321

Leadership and Management in Health
Care Settings

NURS 322
Nursing in Society
(taken with NURS 324)

NURS 410

Research and Statistics
(taken with NURS 325)

Spring Semester

NURS 324 or 325

Concepts of Nursing IIIA or B

9
3

NURS 418

Special Topics — Electives in Health
Related Courses

NURS 322
Nursing in Society

(taken with NURS 324 )

NURS 410

Research and Statistics
(taken with NURS 325)

Part-Time Study

Pan time study is available to generic
students who wish to complete the pro-
gram on a pan time basis over three and
one-half years. This program is designed
for students whose outside responsibili-
ties make full-time study difficult.

A typical plan of part-time study for
the upper division nursing major follows:

YEAR 1 CREDITS

YEAR 3

Fall Semester

NURS311

Pathophysiological Concepts and Clinical
Implications

NURS 418

Special Topics

Spring Semester

NURS 312

Pharmacological Agents and Clinical
Applications

NURS 323

Stressors through the Lifespan

Summer Session

NURS 313

Introduction to Nursing Process

YEAR 2

Fall Semester

NURS 314

Concepts I

Spring Semester

NURS 315

Concepts II

Summer Session

NURS 326
Clinical Elective

Fall Semester

NURS 321 3

Leadership and Management in Health
Care Settings

NURS 322*

Nursing in Society

NURS 410**
Research and Statistics

Spring Semester

NURS 324
Concepts 3A or
NURS 325
Concepts 3B

NURS 410*

3-9

NURS 322*

NURS 410**

YEAR 4

9-15

Fall Semester

9-12

*NURS 322 may be taken at either time.
**NURS 410 must be taken prior to or
concurrent with NURS 325.

THE UPPER DIVISION
CURRICULUM FOR
REGISTERED NURSE
STUDENTS

The curriculum for the registered nurse
is planned to maximize the strengths the
registered nurse brings to the baccalaur-
eate program. The registered nurse is
viewed as an adult learner who possesses
the special characteristics of diverse life,
educational and clinical experiences and
a high level of motivation that fosters
independent and collaborative learning.

Clinical practice areas for the regis-
tered nurse are provided through arrange
ments with a wide variety of health care
agencies. All clinical coursework is under
the supervision of faculty of the School of

Nursing. Students are assigned to various
agencies to accomplish the course objec
tives as determined by faculty.

A typical plan of full-time study
appears below for RN sttidents who have
met the requirements for the preprofes-
sional courses and have established credit
through satisfactory completion of ad
vanced placement examinations, transition
courses or direct transfer of credits from a
regionally accredited college or university.

Fall Semester

Credits

NURS 334

Concepts of Nursing IVA

NURS 333

Client Assessment

NURS 321

Leadership and Management in Health
Care Settings

Winter Session (January)

Nl [RS 326

Clinical Nursing Elective or

NURS 348 Seminar, Workshop

Spring Semester

NLIRS 335

Concepts of Nursing IVB

NURS 418

Health Elective

NURS 410

Research and Statistics

Students may not take more than 1 5
credits during the fall and spring semes-
ters or 3 credits in the winter session
without administrative approval from the
director of admissions and academic
progressions.

Part-Time Study

This option is available to a limited
number of registered nurses who may
complete the program in two or three
academic years. Enrollment in certain
courses may be limited depending upon
demand.

GENERAL SCHOOL POLICIES
RELATED TO CURRICULUM
MATTERS

Concepts of Nursing Courses

The major nursing courses, NURS 314,
315, 324, 325, 326, 334 and 335, must be
taken within the University of Maryland
School of Nursing. This policy does not
negate the opportunity for RN students to
earn credit for the junior year courses.
Faculty-student ratios for concepts courses
are maintained at an average program-
wide ratio of approximately 1:10.

Clinical Practice Areas

Clinical practice areas for the baccalaureate
program are provided through arrange-
ments with a wide variety of hospitals and
other health agencies. Clinical practice is
under the supervision of faculty of the
School of Nursing. Students are assigned
to different types of agencies for the pur
pose of accomplishing the course objec
tives as determined by the faculty.

Honors Program

The University of Maryland Eastern Shore,
in cooperation with the professional
schools of the University of Maryland at
Baltimore, has instituted an honors pro-
gram for students of great promise and
ability who can meet rigorous academic
standards. The program includes specific
preprofessional tracks in medicine,
dentistry, law, pharmacy, nursing and
social work and community planning.

The program of study consists primar-
ily of honors sections in biology, chemis-
try, English, mathematics and social
sciences. It also emphasizes independent
study courses and honors seminars
through which students explore in depth
various academic disciplines.

For additional information, write to
the Chairman of the Honors Program
Committee, University of Maryland East-
ern Shore, Princess Anne, Maryland 21853-

Outreach Students

Courses from the RN to BSN curriculum
have been offered at selected outreach
sites since 1975. The full program of 33
senior year credits has been spread over
a two year period of part-time study in
Western Maryland locations such as
Cumberland, from which travel to the
Baltimore campus is especially difficult.
New students can enter the program the
first or fourth semester of each two-year
cycle. This model is generally used in
areas located two or three hours driving
time from the university. Sufficient stu-
dent enrollment to support the program
is required.

Other models of delivery recently
developed include cooperative agree-
ments to serve graduates of specific asso-
ciate degree or diploma programs, and
nurses in the surrounding areas. The
proportion of the RN to BSN program
taken to the cooperating institution
depends on factors such as distance,
numbers of eligible students and funding
arrangements.Currently, courses are
offered at Montgomery College, Takoma
Park, Harford Community College and
Memorial Hospital at Easton.

New sites and delivery models are
being developed. The master's outreach
program is considered whenever the
eligible student pool of BSN nurses is
large enough to support the diverse

graduate offerings. Requirements for
admission are identical to those on cam-
pus. Inquiries should be addressed to the
Director of the Outreach Programs, Uni
versity of Maryland School of Nursing,
655 West Lombard Street, Baltimore,
Maryland 21201.

EMPLOYMENT
OPPORTUNITIES

Baccalaureate graduates of the University
of Maryland School of Nursing have many
career opportunities available to them.
Graduates may choose to practice nursing
in a hospital or outpatient clinic, an
extended care facility or a variety of
community agencies including schools,
industries and physicians' offices. In
addition, graduates may choose a career
in civil service, the military or the Veterans
Administration. A survey of 1984 grad-
uates showed that salaries for generic
graduates ranged from $19,700 to $21,600,
depending on hospital size. The RN who
earns a baccalaureate degree is usually
paid at a higher rate due to prior experi-
ence in nursing.

ELIGIBILITY FOR STATE
LICENSURE

Graduates of the program are eligible for
admission to the examination given by
the Maryland State Board of Examiners of
Nurses (or by any other state board) for
licensure to practice nursing. Application
is generally submitted prior to the date of
graduation. Students interested in apply
ing for admission to the University of
Maryland School of Nursing should be
aware of Maryland's Nurse Practice Act,
Article 43, Section 299, which authorizes
the board to withhold, deny, revoke, sus-
pend or refuse to renew the license of a
nurse or applicant for a variety of reasons,
including conviction of a crime involving
moral turpitude if the nature of the of-
fense bears directly on the fitness of the
person to practice nursing or violation of
any provision of the Nurse Practice Act.

UNDERGRADUATE COURSES

NURS 3 1 1 Pathophysiological Concepts
and Clinical Implications (3). Fall semes
ter, junior year. Focuses on pathophysi-
ological disruptions to system function-
ing. The alterations within the system are
discussed as well as the impact of these
alterations on the individual. The student
will apply previously acquired knowledge
in human anatomy and physiology as well
as other basic sciences. This course con-
tributes to the scientific basis for utiliza
tion of the nursing process.

NURS 312 Pharmacologic Agents and
Clinical Applications (3)- Spring semes
ter, junior year. Prerequisite: NURS 311.
The use of therapeutic drugs in the health
care setting and their effects upon normal
and abnormal physiology. Pharmacologic
agents are discussed in relation to their
effects on body systems, mechanism of
action and excretion, therapeutic usage
and nursing implications. The course
builds upon the student's understanding
of physiological and pathophysiological
processes gained in NURS 311 and other
courses.

NURS 313 Introduction to the Nursing
Process (3). Fall semester, junior year.
Introduces the student to the compo-
nents of the nursing process — assess-
ment, planning, implementation and
evaluation — as a basis for nursing prac-
tice. Basic assessment, interpersonal,
psychomotor and medication administra-
tion skills will be the focus of the course.
Students will have an opportunity to learn
and practice basic nursing skills in labora
tory and clinical settings.

NURS 314 Concepts of Nursing I (9).

Fall semester, junior year. Must be ac-
companied by NURS 313 unless credit for
NURS 313 previously has been established.
The focus is on man as a behavioral sys-
tem, the health-illness continuum and the
role of the professional nurse in helping
clients of all ages to maintain and/or
promote optimal health. Students are
introduced to the conceptual framework
and the four major concepts which pro-

vide the organizing schema for the Con-
cepts of Nursing courses: stress and
adaptation, systems functioning, the nurs-
ing process and the role of the nurse.
The assessment component of the nursing
process constitutes a major focus of this
course. However, all aspects of the nurs-
ing process are included. An integral part
of this course is the development of a
helping relationship with clients of all
ages experiencing common problems
involving a mild stress level. Resources
and support systems within the family
and community are included. Use of
communication skills, health teaching
and other nursing interventions will serve
as a basis for future knowledge.

NURS 315 Concepts of Nursing II (9).

Spring semester, junioryear. Prerequisites:
NURS 311, NURS 313, NURS 314. The
focus is on the nursing care of clients
experiencing stress states characterized
by moderate intensity and relative stabil-
ity. All aspects of the nursing process are
included. The mutual interaction between
the client and family is explored as well
as resources within the health team and
community. Students will work with
adults and children to assist them in
regaining and/or promoting optimal
health, and with families in the perinatal
period.

NURS 321 Leadership and Management
in Health Care Settings (3)- Fall semes
ter, senior year. Prerequisite: NURS 315
or admission to RN level. The role of the
professional nurse as a leader and man-
ager. Organizational and interpersonal
factors and theories that affect nursing
practice are examined. Emphasis is placed
on group theory and process. Manage-
ment principles and skills are applied to
a variety of health care settings.

NURS 322 Nursing in Society (3). Fall or
spring semester, senior year. Provides an
opportunity for students to study the
multiple factors which have contributed
to the emergence of professional nursing.
The profession is studied in relation to
and as an integral part of the changes in
our society. Significant issues confronting
the profession are identified. Upon com-
pletion of this course the student should
demonstrate a better understanding of
the profession of nursing in its present
state of growth, an awareness of its poten-
tial and direction and cognizance of each
nurse's own responsibility in its devel-
opment.

NURS 323 Stressors through the Lifespan

(3)- Spring semester, junior year. Pre-
requisite: NURS 314. An in depth look at
selected psychosocial concepts basic to
understanding client responses in a vari-
ety of settings. The theoretical bases of
each concept are presented, as well as
the concept's expression at varying points
along the lifespan. Developmental and
situational stressors affecting these con
cepts are examined. Interventions to
assist clients to cope with these stressors
are discussed.

NURS 324 Concepts of Nursing IIIA (9).
Fall or spring semester, senior year. Pre-
requisites: NURS 312, NURS 315 and
NURS 326. The focus is on hospitalized
clients experiencing biopsychosocial
disruptions and intense or variable stress
states. All components of the nursing
process are used. Student learning experi-
ences include working with adult and
child clients experiencing complex,
multiple system problems requiring rapid
utilization of the nursing process. Major
components of the course are the oppor-
tunity to apply management principles as
a leader of a small work group and the
multidisciplinary interaction with other
health team members.

NURS 325 Concepts of Nursing IIIB:
Dimensions of Family Care (9). Fall or
spring semester, senior year. Prerequisites:
NURS 312, NURS 315 and NURS 326. An
opportunity to learn and practice using
those concepts necessary and sufficient
to promote and maintain family health,
with a focus on psychiatric- mental health
and community health nursing. Clients
exhibit biopsychosocial disruptions
spanning the stress continuum. As a re-
sult of analyses of the interactions among
the critical concepts, interventions will
be targeted appropriately with individuals,
groups, families and communities. Em-
phases include group dynamics and the
implementation and evaluation compo-
nents of the nursing process.

NURS 326 Clinical Nursing Elective (3).

Summer, junior year. Prerequisites: NURS
315 and NURS 312. Offers an opportunity
to select and study an area of particular
interest in clinical nursing. A variety of
clinical nursing practice settings serve as
clinical laboratories for learning. Students
may elect to participate in a faculty offered
course or independent study under faculty
mentorship offered in collaboration with
the University of Maryland Medical Sys-
tem and other clinical agencies.

NURS 333 Client Assessment (3). Fall
semester, senior year. Prerequisite: Ad
mission to RN level. Designed to provide
the registered nurse with the skills to
perform health assessments of clients.
The class and laboratory experiences will
be organized using selected processes
from the subsystems curriculum frame-
work. Since the registered nurse student
brings a background of knowledge, ex-
perience and competencies to this course,
these will be utilized in meeting the
course requirements. An emphasis of this
course is the evaluation of clients with
special attention directed toward the
effects of stress and stress-mediated
responses. The integration of the biopsy-
chosocial assessment will be facilitated
using common health concerns promi-
nent in American society. This three-credit
course will have a two-hour class presen
tation and a three-hour laboratory experi-
ence each week during which students
will practice, under direct supervision,
the assessment skills being taught.

NURS 334 Concepts of Nursing IV A (9).

Fall semester, senior year. Prerequisites:
Satisfactory completion of mastery exam-
ination in mathematics or NURS 313-
Helps the registered nurse student to
synthesize previous knowledge with
advanced theoretical concepts in relation
to man, his primary groups and his en
vironment. Emphasis will be placed on
the application of concepts of systems
theory, health stress, communication,
family and group theory to nursing pro-
cess. Specific clinical experiences are
provided with clients experiencing vary
ing stress states.

NURS 335 Concepts of Nursing rv B (9).

Spring semester, senioryear. Prerequisites:
NURS 333, NURS 334 and NURS 326 or
NURS 348. Designed to assist the regis
tered nurse student to synthesize previ-
ous knowledge with advanced theoretical
concepts in relation to man, his primary
groups and his environment. Emphasis
will be placed on the application of con-
cepts of crisis, decision making, planned
change, teaching learning, family and
community. Specific clinical experiences
are provided with clients experiencing
varying stress states.

NURS 348 Electives, Workshops, Semi-
nars and Institutes (1-6). Minimester,
senioryear. Prerequisites: NURS 333 and
NURS 334. An opportunity to participate
in workshops, institutes and seminars on
various aspects of nursing. Faculty reserve
the right to limit the number of credits a
student may take in workshops, institutes
and seminar study.

NURS 410 Research and Statistics (3).

Fall or spring semester, senior year.
Prerequisites: NURS 315 or by permission
of instaictor. In the context of the total
research process, the basic elements of
research, including defining the research
question, literature search, sampling,
research design, measurement and data
gathering, statistical analysis and interpre
tation of results are presented and their
interdependence stressed. Statistics in
elude chi square, correlation, t test, F-test
and analysis of variance (one way). Appli-
cation and interpretation rather than
theory or mathematical derivation are
emphasized. Evaluation of measurement
instalments in terms of reliability and
validity is presented. Students critique
research reports in the literature. Students
also prepare a report of a class research
project planned primarily by the instructor.

NURS 418 or 318 Special Topics (2-3).

Spring semester, senior year for generic
students and fall or spring semester for
RN students. Focuses on current health
related topics such as parenting, holistic
health care, issues in the health care of
women, spirituality, cross-cultural nurs-
ing, and thanatological aspects of nursing.

GRADUATE PROGRAMS

OVERVIEW

The University of Maryland's graduate
nursing program is the only comprehen-
sive one in the state and is one of the
largest programs in the nation. While the
programs are offered in the School of
Nursing, they are part of the Graduate
School of the University of Maryland;
therefore, they are subject to the require
ments of both schools.

The master's degree curriculum is
three semesters and a minimester in
length except for Primary Care Nursing,
which is four semesters. Congruent with
the changing needs of society, the mas-
ter's degree offers a number of specialty
options to students. Students are required
to develop competence in a specialized
area of nursing practice, and opportunity
is provided to concentrate (major) in
either a clinical or a role specialty area
depending on specific career goals and
previous preparation. Multiple tracks are
available within areas of concentration to
provide individualized courses of study.

The doctoral program in nursing first
admitted students in 1979. The program
is designed to meet the educational
needs of nurses who have developed
specialized clinical expertise at the
master's level and are committed to play-
ing a leadership role in the discovery and
refinement of nursing knowledge through
research. The curriculum includes a core
of required courses which address the
theoretical and empirical bases for nurs-
ing and the techniques of theory building
and research. The program is designed
with sufficient flexibility to allow students
to pursue in depth their individual re-
search interests and career goals within a
research oriented milieu.

Students specialize in either the direct
or the indirect sphere of nursing. Those
specializing in direct nursing focus on
study of the health needs of clients/
patients and of nursing action provided

directly to clients in a variety of settings.
Their research falls within the realm of
clinical nursing research. Those specializ-
ing in indirect nursing focus on the study
of nursing systems and education and
administrative nursing action which facili-
tates and supports clinical nursing prac-
tice. Their research interests fall within
the areas of health and nursing services
organization, administration, health policy
and nursing education.

Graduate education fosters the re-
sponsibility, creativity and self-direction
which characterize professional com
mitment and enhances a continuing
desire to learn and grow. The graduate
student is viewed as a partner in the
teacher- learner dyad; receives stimulation
and support for scholarly pursuits; is
given the freedom to think and try out
new ideas; and has the opportunity to
apply knowledge and develop new skills.
The opportunity to articulate beliefs,
ideas and formulations is gained through
interaction with faculty and other mem-
bers of the academic community.

Philosophy and Beliefs

The graduate program of the School of
Nursing derives its purposes directly from
the underlying philosophy which is shared
by the faculty. Tenets of the philosophy
and beliefs held by graduate faculty of
the School of Nursing provide a founda-
tion for the master's degree curriculum.
Nursing as a discipline possesses a
unique knowledge base defined as diag-
nosis and treatment of real or potential
problems in attaining, maintaining and
restoring health. The knowledge base
upon which the discipline of nursing
rests includes those principles and laws
that govern life processes, well-being,
and optimum functioning of human
beings, both sick and well. Nursing is
also concerned with the patterns of
human behavior in interaction with the
environment, throughout the life cycle
and during critical life situations, and
addresses processes by which positive
changes in health status are affected.

The person is viewed as a biopsycho-
social being. The three dimensions -
biological, social and psychological -
are reciprocal and not hierarchical rela-
tive to one another. Therefore, nursing
deals with the three domains in promot-
ing and/or restoring optimal functioning.
Health is viewed as optimal functioning
in various contexts, including the behav-
ioral, cultural, emotional/psychological,
physical and spiritual. Advanced nursing
practice involves theoretically /'conceptu-
ally based diagnostic reasoning and
decision-making strategies in solving
complex patient care problems through a
multiplicity of roles. Graduate nursing
education respects and builds upon the
prior education and practice experiences
of the adult learner. Graduate education
is characterized by a focus on specializa
tion, and a commitment to and involve-
ment in the development and refinement
of nursing knowledge. Lifelong learning
is a commitment of the professional
person.

The beliefs underlying the master's
program include the following:

1. There is an essential core of advanced
nursing knowledge common to all
specialized areas of nursing.

2. Every graduate must have competence
in an area of advanced nursing practice.

3. Every graduate must have knowledge
and skill in research and the ability to
evaluate and apply research findings to
a specialized area of nursing.

4. The master's program anticipates and
responds to changing societal, health
care and professional needs.

5. Past experience and career goals are
considered in planning an individual
student's program of studies.

6. Teaching and learning strategies sup-
port the philosophy and the goals of
the master's program.

The master's curriculum is based on a
conceptual framework which defines the
primary focus of the master's program to
be the discipline of nursing. The frame-
work addresses four basic strands which
run throughout the curriculm. Nursing
theory serves as a foundation for practice,
research and role development within
nursing. Nursing theory incorporates
knowledge which may be generated
within the discipline and/or from other
disciplines. Theory development and
refinement occur as a result of research.
Research in nursing includes both applied
and basic research designs to explore
and define the knowledge necessary to
adequately diagnose and treat human
responses to actual or potential health
problems. This diagnosis and treatment
of human responses may be effected
through various roles within organiza-
tions. The graduate curriculm provides
for a level of competence within an
advanced professional role based upon
changing societal needs, sociopolitical
trends and health care organizations.

The master's program is based upon
an essential core of advanced clinical
knowledge common to all specialized
areas of nursing practice. Advanced nurs-
ing knowledge may include diagnostic
reasoning and decision making strategies
in solving complex patient care problems.
This knowledge may be applied to the
nursing care of an individual, group or
communities experiencing various health/
illness levels at any stage throughout the
life span. The curriculum is designed to
prepare students in specialized areas of
advanced nursing practice. These areas
are developed and have evolved in
response to changing societal needs.
Specialization is the result of a unique
knowledge and practical competence
within an identified context of advanced
nursing practice.

The doctoral program at the University
of Maryland is based on the belief that
nursing has a distinct body of knowledge
which can and must be extended, verified
and revised using the methods of scholarly
inquiry. Nursing knowledge, while dis-
tinct, is not isolated or exclusive. It
involves the selection, integration and

expansion of knowledge from nursing
and other disciplines and the application
of this knowledge to the understanding
of health and illness and to the analysis
and improvement of nursing practice.
Nursing knowledge is derived from and
guides nursing practice, which encom-
passes two interrelated spheres of activity:
direct service to clients/patients and in
direct action carried out in educational
and clinical settings which support direct
nursing care. Knowledge encompassing
both spheres and their interrelatedness
must be extended and tested, in order to
effect improvement in nursing practice.

Graduate education in nursing is built
upon and extends a knowledge base
acquired in a baccalaureate degree pro-
gram in nursing and is derived from the
humanities and the physical, biological
and behavioral sciences. Each student
brings to graduate education a unique
combination of experience and capabili-
ties and the learning environment facili
tates the establishment and attainment of
professional objectives throughout the
educational experience. The dynamic
interchange between faculty and students
results in a commitment to and involve-
ment in the development of nursing
knowledge and the refinement of nursing
theory. Recognizing that the growth
process in the student is continuous and
that the health needs of society change,
the graduate program is flexible and
dynamic.

Purposes and Objectives

Master's degree program objectives are
formulated on the assumption that grad-
uate education builds upon undergraduate
education. Graduate education is an
intensive and analytic expansion of
knowledge, enabling the perception and
development of new and more complex
relationships that affect nursing. Graduate
education provides further opportunity
for the student to think conceptually and
to apply theory and research to practice.
The purposes of the master's degree
program are to prepare nurses:

• With expertise in a specialized area of
advanced nursing practice

• To function in one of the following
areas:

• administration, education, nursing/
health policy or clinical specialization

• F< >r leadership and

• For entry into doctoral study

The objectives of the master's degree
program are to prepare graduates who:

• Utilize a nursing theoretical framework
as a basis for professional nursing
practice

• Generate innovative nursing actions
based on theories in nursing and re-
lated fields and evaluate nursing ac-
tions of self and others

• Incorporate organizational theories and
learning theories in the practice of one
of the following roles: administration,
education, nursing health policy plan-
ning, clinical specialization

• Collaborate with health care providers
and consumers to achieve shared
health care goals

• Use theory in nursing and related fields
and observations in practice to generate
hypotheses and conduct nursing re-
search studies

• Analyze factors influencing the health
care system and devise strategies for
improving delivery of health care

In addition to the knowledge and
practice components of the objectives
listed above, it is recognized that the
behavior of graduates should reflect an
internally consistent value system. It is
expected that graduates will value scien-
tific inquiry as a basis for professional
practice and will seek to increase their
contributions to the nursing profession.

The purpose of the doctoral degree
program in nursing is to prepare scholars
and researchers who will advance nursing
science and provide innovative leadership
to the profession. The program will pre-
pare graduates who:

• Construct, test and evaluate conceptual
models and nursing theories which
reflect synthesis, reorganization and
expansion of knowledge from nursing
and related disciplines.

• Evaluate and apply appropriate research
designs, measures and statistics to the
study of nursing phenomena.

• Conceptualize practice phenomena
from the perspective of nursing frame-
works and theory

• Design, conduct and communicate
research relevant to nursing practice

• Facilitate the incorporation of new
knowledge into nursing practice.

• Initiate, facilitate and participate in col-
laborative endeavors related to the
theoretical, conceptual and practical
aspects of health care with clients,
nurses and scholars from related
disciplines.

MASTER OF SCIENCE
CURRICULUM

The nursing program leading to a Master
of Science degree requires the comple-
tion of 42 credits. It can be completed in
three semesters; however, many students
opt to take some credits in summer or
minimester. The two exceptions are the
Primary Care Nursing specialties requir-
ing 45 credits and four semesters. Starting
on the first day of matriculation, a maxi-
mum of five years is allowed for the
completion of graduate degree require-
ments. This applies to part-time and full
time students.

Areas of Concentration

Each student selects an area of concentra-
tion (major) within a clinical practice or
a functional role area of advanced nursing
practice. The student then chooses a spe-
cialty track within the area of concentra-
tion. The areas of concentration and the
related tracks are as follows:

AREA OF SPECIALTY

CONCENTRATION TRACK(S)

Community Health
Nursing

Gerontological
Nursing

Maternal Child
Health Nursing

Maternal Infant
Nursing

Nursing of Children

Medical -Surgical
Nursing

General Medical-
Surgical Nursing

Trauma Critical Care
Nursing

Primary Care Nursing

Adult Nurse Practitioner
in Primary Care
Nursing

Pediatric Nurse

Practitioner in Primary
Care Nursing

Psychiatric Nursing

General Psychiatric
Nursing

Administration

Administration of
Nursing Service

Education

Teaching in Associate
Degree Programs

Teaching in
Baccalaureate
Degree programs

Teaching in Staff
Development

Nursing Health
Policy

Curriculum Design/Courses

The curriculum design for the Master of
Science degree contains the following
components:

CORE 15 CREDITS

Core courses are required of all graduate
students regardless of the area of concen-
tration.

AREA OF CONCENTRATION
(MAJOR) 15 CREDITS

Specific specialty and support courses are
required of students in their chosen area
of concentration.

THESIS OR NONTHESIS
OPTION 6 CREDITS

Students are required either to complete
a thesis or to take six nonthesis option
credits and write a scholarly paper.

ELECTIVES 6 CREDITS

Electives may include nursing or non-
nursing courses and are selected by the
student. The number of elective credits is
lower in some areas of concentration.

Summary of Design

COURSE

CREDITS

General
Plan

Primary
Care

Core

Major

Thesis Electives

Electives

A sample program for full-time stu-
dents and a sample plan for full-time
primary care students follow. Specific
programs of study are available for each
area of concentration, and may differ
from the sample. Many students opt to
take some credits in minimester or
summer to reduce the number of credits
taken during fall and spring semesters.

Sample Program Plan for
Full-Time Students

SEMESTER I

CREDITS

NURS 701 Research

NURS 601 Clinical Core

NURS 602 Theory Core

Specialty I

2-3

Support Course

14-15

SEMESTER II

NURS 702 Research II

*NURS 606 Role Core

Specialty II

3-4

Support Course

Thesis/Elective

14-15

SEMESTER III

Thesis 'Elective

Specialty III

4-6

Elective

3-6

11-16

Total

*For some specialties, this course must be
taken in first semester.

Primary Care Recommended
Program for Full-Time Students

SEMESTER I

CREDITS

NURS 601 Introduction to Advanced

Clinical Practice
Nl [RS 602 Critical Approaches to

Nursing Theories
NURS 611 Introduction to Primary

Care Nursing
NPHY 600 Human Physiology and

Pathophysiology

SEMESTER II

NlfRS 606 Influential Forces in Nursing

and Health Care
NURS 701 Nursing Research Designs

and Analysis I
NURS 710 Health Supervision of the

Well Child
NURS 713 Common Health Problems

of Children I

SEMESTER III

NURS 702 Nursing Research Designs

and Analysis II
NURS 711 Health Supervision of Well

Child II
NURS 714 Common Health Problems

of Children II
Thesis Elective

SEMESTER IV

Total

3
3
3
3

3
2

NURS 715 Advanced Primary Care

of Children
Thesis/Elective
Elective

Thesis/Nonthesis Option

A student may elect either a thesis or a
nonthesis option, depending on the
nature of the problem to be studied and
specific career goals; six credits are
required for either option. In addition, all
students must successfully pass a written
comprehensive examination.

Thesis: Under the guidance of a commit
tee, the student designs, implements and
orally defends a research project.

Nonthesis: Under the guidance of the
advisor, the student takes six credits of
electives and submits one scholarly
seminar paper.

DOCTOR OF PHILOSOPHY
CURRICULUM

The program of study leading to the
Doctor of Philosophy degree includes a
minimum of 60 semester credits beyond
the master's degree. The curriculum
design includes a required core of nurs-
ing courses which incorporate the study
of man, nursing action, the environments
in which nursing is practiced and the
principles and methods of scientific
inquiry. Throughout the required core
courses an integrative focus is maintained
whereby theoretical and methodological
approaches of the biophysical and be-
havioral/social sciences are selected and
applied from the perspective of nursing.
Within the core courses opportunity is
provided for students to build upon their
educational and experiential backgrounds
through a variety of individually selected
learning experiences. Elective courses
provide additional flexibility to plan a
course of study supportive to individual
research interests and career goals.

The program design allows students
to specialize in either the direct or the
indirect sphere of nursing. Depth of
knowledge in the specialty area is devel-
oped through required coursework and
related field experiences, selection of
supportive electives, independent study
and the dissertation research.

The program design incorporates four
major components, totalling 60 credits, as
detailed below.

NURSING THEORY 14 CREDITS

This component addresses the theoretical
basis for nursing practice and the analysis
and development of nursing theory. In
eluded are the study and development of
key concepts in nursing, the selection
and integration of knowledge from nurs
ing and other disciplines and the study of
techniques for constructing nursing
theory. A highly individualized field
experience provides the opportunity to
pursue theoretical aspects of specialized
areas of nursing selected by the student.

RESEARCH AND STATISTICS 17 CREDITS
This component addresses the techniques
of measurement, design, advanced data
analysis and evaluation essential to the
conduct of research. Students apply these
techniques in developing measurement
tools and conducting research projects
specific to their own interests. Qualitative
and quantitative research methods are
addressed. Opportunity is provided for
each student to work closely with a
faculty member engaged in an ongoing
research project.

ELECTIVES 17 CREDITS

This component allows each student to
pursue an individualized plan of study
supportive to his/her research interests
and career goals. A portion of the elective
courses is chosen from other disciplines
which contribute to the development of
nursing knowledge through their theo-
retical and methodological approaches.

DISSERTATION RESEARCH 12 CREDITS
Each student must complete an inde-
pendent original research project to be
communicated in a written dissertation.
The research must address questions of
significance to the discipline of nursing.

SUMMARY OF DESIGN CREDITS

Nursing Theory 14

(required core courses)

Research and Statistics 17

( required core courses)

Electives 17

Dissertation Research 12

In addition to the course requirements,
each student must successfully complete
the preliminary, comprehensive and final
oral examinations. The written prelimi-
nary examination, which is taken upon
completion of two semesters of full-time
study (or the equivalent), tests knowl-
edge in the areas of general nursing
theory, research methodology and statis-
tics. The comprehensive examination is
taken upon completion of all required
nursing courses and a minimum of 42
credit hours of coursework. The exami-
nation has written and oral components
and is an integrative experience which
allows evaluation of the student's mastery
of the chosen area of specialization and
advanced nursing theory, measurement
and research. The final oral examination
is an oral defense of the completed dis-
sertation.

In accord with Graduate School
policy, the student must be admitted to
candidacy for the degree Doctor of Phi-
losophy within five years of matriculation
and at least one year prior to graduation.
The student may apply for admission to
candidacy for the doctoral degree follow-
ing successful completion (with a grade
point average of 3-0 or above) of at least
42 credits of coursework, including all
required courses; and successful comple-
tion of preliminary and comprehensive
examinations.

Resources

Over 90 community and health care
agencies cooperate with the program in
providing sites for clinical and role prac-
ticum experiences and for the conduct of
research. In some instances, faculty have
joint appointments with the school and
the agency.

Additional resources are available
through the offerings of other schools of
the health and helping professions on
the UMAB campus. Non-nursing courses

Total

also may be taken on the College Park
campus, at the University of Maryland
Baltimore County' (UMBO campus or
through University College.

In addition to the Health Sciences
Library, students have access to the Enoch
Pratt Free Library of Baltimore, the Library
of Congress in Washington and the Na-
tional Library of Medicine in Bethesda,
Maryland. (See The School and Its En-
vironment for descriptions of other facili-
ties and resources. )

ADMISSION

Admission to graduate study at the Uni-
versity of Maryland is the exclusive
responsibility of the Graduate School and
the Vice Chancellor for Graduate Studies
and Research. Applications to the grad-
uate program in nursing are reviewed by
(acuity in the student's area of concentra
tion and by the appropriate committee in
the School of Nursing. Recommendations
for acceptance are then made by the
committee to the Vice Chancellor for
Graduate Studies and Research.

Any student who wishes to attend the
School of Nursing must apply for admis-
sion, submit required credentials, and be
accepted for matriculation. Consideration
is given to academic work completed in
other schools. Personal references are
required.

After an applicant has been accepted,
a faculty advisor is assigned. The advisor
and the student plan a program of study
leading to the degree. Course credits are
officially accepted for the degree only
after the student has matriculated in the
School of Nursing.

Senior students in their final semester
of work toward a bachelor's degree may
be offered provisional admission to the
master's degree program pending the
receipt of a supplementary transcript
recording the satisfactory completion of

undergraduate coursework and the award-
ing of the degree. Likewise students in
the final semester of a master's degree
program may be offered provisional
admission to the doctoral program pend
ing receipt of a final transcript indicating
completion of the degree. Completed
records of all previous work must be
received within three months following
the completion of such study and the
awarding of the degree. The student must
matriculate within 12 months after notifi-
cation of admission acceptance. If the
student does not acknowledge the accep-
tance, a new application must be submit
ted for future enrollment. Admission
credentials and application data are
retained for one year only.

Admission Requirements

The student's previous academic work,
personal qualifications and professional
experience are evaluated to determine
whether prerequisites have been met.
Prerequisite courses do not carry credit
toward the graduate degree. For admis-
sion, the applicant must meet the require-
ments of both the Graduate School and
the nursing program. The nursing pro-
gram requirements for the master's
degree program are:

1 . A baccalaureate degree with an upper
division nursing major from an NLN-
accredited program equivalent to that
offered at the University of Maryland.

2. Satisfactory completion of a course in
elementary statistics.

3. A photocopy of current licensure for
the practice of nursing in Maryland.
Licensure as a registered nurse is
required prior to taking any course
with a practicum.

4. Official scores on the aptitude por-
tion of the Graduate Record Examina-
tion (allow six to eight weeks for
receipt of test scores).

5. Undergraduate grade point average
(GPA) of 3.0 on a 4.0 point scale. If
GPA is between 2.75 and 3-0, provi-
sional acceptance may be considered
if the candidate demonstrates grad-
uate study potential by other means.

6. Evidence of personal and professional
qualifications from three professional
individuals familiar with applicant's
academic ability, work experience,
professional nursing contributions
and potential to achieve in graduate
school. Suggested sources for recom
mendations include nurse educators,
nurse administrators and colleagues
from other disciplines who have
worked with the applicant. Two of
the references must be from nurses.

7. Personal interviews are required for
Primary Care Nursing and are encour-
aged by all specialty areas.

8. Clinical nursing experience is re-
quired for the following areas of con-
centration: Administration; Education;
Nursing Health Policy; Community
Health; Maternal-Child Health;
Trauma Critical Care — one year of
relevant experience; Psychiatric Nurs-
ing — one year in a psychiatric nurs
ing setting; and Primary Care — two
years of full-time nursing experience.
(Applicants with somewhat less ex-
perience may be accepted as part-time
students if full-time work experience
is being pursued).

9. Completion of an approved physical
assessment course is required for all
clinical nursing majors except for
Maternal-Child Health where it is
highly recommended and Nursing
Education majors.

10. A strong background in or recent
review of physiology/pathophysiology
is highly recommended for Geron-
tological, Maternal-Child, Medical-
Surgical, Trauma/Critical Care, Pri-
mary Care and Nursing Education
majors.

The nursing program requirements
for the doctoral degree program are:

1. A master's degree with a major in nurs-
ing from a program accredited by the
National League for Nursing.

2. At least one graduate- level course in
research and inferential statistics (mini-
mum three semester credits).

3. A cumulative grade point average of
3.0 on a 4.0 scale for all previous
coursework (all baccalaureate, master's
and subsequent coursework).

4. Satisfactory scores on the Graduate
Record Examination (aptitude portion)
and the Miller Analogies Test.

5. License to practice professional nurs-
ing in at least one state (or in a foreign
country).

6. Evidence of personal and professional
qualifications from at least three pro-
fessionals familiar with the applicant's
ability, work experience, contributions
to nursing and potential to succeed in
the doctoral program.

7. A personal interview upon request.

It is highly recommended that prior
to matriculation in the doctoral program
the applicant will have completed grad-
uate-level courses in organizational theory
and analysis of the health care system
and will have completed one research
study (master's thesis or other individual
or group research project). Postbacca-
laureate work experience as a registered
nurse would enhance progression through
the program of study.

A limited number of students can be
admitted to the doctoral program each
year; therefore, admission is highly selec-
tive. A written offer of admission from
the Graduate School will be sent to an
applicant who is recommended by the
Doctoral Program Committee.

The offer will specify the time of en-
trance which will normally coincide with
the requested starting time. Upon accep-
tance by the Graduate School, the applicant
should reconfirm enrollment intentions
by writing to the nursing program.

If the applicant is unable to enroll at
the expected date, a written request for a
postponement of the admission date is
made through the School of Nursing. The
offer of admission lapses after one year
and a new application and fee must be
submitted to be reconsidered for admis
sion. The current offer of admission from
the Graduate School is used as a permit
to register. Permanent identification as a
graduate student will be issued at the
time of first registration.

Admission Procedure: Admission forms
should be obtained from the Office of
Admissions, University of Maryland School
of Nursing, 655 West Lombard Street,
Baltimore, MD 21201, or the University of
Maryland Graduate School, Baltimore,
Administration Building, 5401 Wilkens
Avenue, Baltimore, MD 21228.
1. An application fee of $20.00 must
accompany the application for admis-

sion. This fee is not refundable under
any circumstance, but if the applicant
is accepted and enrolls for courses, it
will serve as a matriculation fee.
2. The following materials should be
returned directly to the University of
Maryland Graduate School, Baltimore,
Administration Building, 5401 Wilkens
Ave, Baltimore, MD 21228:

a. Three copies of the application for
admission to the Graduate School.

b. Application fee.

c. Two sets of official transcripts from
each college and university at-
tended. If applicant is a diploma
school graduate, transcripts of the
diploma coursework are also
required.

d. Letters of reference from three pro-
fessionals who know the candidate's
qualifications.

e. Official record of the results of: the
aptitude portion of the Graduate
Record Examination (write to
Graduate Record Examination, Edu-
cational Testing Service, Princeton,
NJ 08540 for details).

f. For the doctoral program, the Miller
Analogies Test score results (avail-
able through testing services of
most colleges and universities) are
also required.

3- Applications and supporting docu-
ments for the master's degree program
must be received by July 1 for the fall
semester, by December 1 for the spring
semester and by May 1 5 for the summer
session.

4. Applications for admission to the doc-
toral program are reviewed twice a
year. Applications and supporting
documents (including GRE scores,
MAT scores, references and transcripts)
for the doctoral program must be re-
ceived by November 1 for the fall
review and by March 1 for the spring
review. It is the doctoral nursing pro-
gram policy to admit students only in
the fall semester.

Categories of Admission: Applicants are
offered admission to the Graduate School
in any of the following categories.

1. Unconditional graduate status: appli-
cant meets all requirements.

2. Provisional graduate status: applicant
does not meet all of the academic
requirements for unconditional admis-
sion, but in the opinion of the Grad-
uate School and the Graduate Program
Committee, demonstrates potential for
graduate study. To qualify for continued
enrollment the student admitted pro-
visionally must achieve a B grade or
above in even,' course during the first
semester of full-time study (the first 12
credits for part-time students). Uncon-
ditional status will be granted upon
attainment of a B grade or better in
every course in the first semester of
full time study (minimum of 9 credits)
or in the first 12 credits of part-time
study.

3. Provisional admission with additional
specified departmental requirements:
unconditional graduate status will be
granted upon attainment of the pro-
gram's specified requirements.

4. Incomplete admission: information on
the applicant is incomplete; admission
status will be determined on receipt of
the completed information.

5. Nondegree graduate status: applicant
may enroll on a "coursework only"
basis for a specified period of time if
the applicant's record meets Graduate
School standards. If a nondegree stu-
dent subsequently wishes to enter the
degree program, reapplication is
necessary. Consideration may be given
at a later date to the application of
credits earned toward a degree pro-
gram while in this status, but there is
no assurance that such requests will
be granted. If granted, a maximum of
six credits may be transferred. Admis-
sion is granted by the Vice Chancellor
for Graduate Studies and Research and
is confirmed by enrollment in the term
for which admission is approved.

Part-Time Study-
Students eligible for admission, but who
are able to devote only a portion of their
time to graduate study, are subject to the
same privileges and matriculation require-
ments as full-time students. Part time
students are urged to assume responsibil
ity for program planning with an advisor.
In the doctoral program, part-time study
is available; however, full-time enrollment
at the University of Maryland is required
during two consecutive semesters.

A graduate student who is in good
standing at another institution may apply
to enroll for a single course or summer
session (see Categories of Admission in
the Graduate School catalog).

Foreign Students

Students from foreign countries who
show evidence of education equivalent
to a baccalaureate degree in nursing may
be considered for admission to the mas-
ter's degree program. Likewise those with
education equivalent to a master's degree
in nursing may be eligible for admission
to the doctoral degree program.

All applicants who are not citizens of
the United States are classified as foreign
students for admission purposes (see the
Graduate School catalog for further
information).

EMPLOYMENT
OPPORTUNITIES

Graduates of the master's degree program
of the University of Maryland have a
variety of employment opportunities.
Surveys of recent graduates indicate 100%
employment. Approximately 60% of these
graduates are employed in hospitals, 30%
as faculty in schools of nursing and 10%
in other areas including nursing homes,
community mental health and public
health clinics. Salaries vary with the type
of position, the setting, the geographical
areas and the individual graduate's pro-
fessional experience. Beginning salaries
in the Baltimore -Washington, D.C, area
for new master's graduates range from
$25,000 to $35,000 per year.

Doctorally prepared nurses are in
great demand throughout the nation as
administrators, faculty and researchers.

Salaries for new doctoral graduates vary
with the particular position, the geo-
graphical area and the individual back-
ground of the candidate but range from
$30,000 to $45,000 per year.

GRADUATE STUDENT
ORGANIZATIONS

Graduates in Nursing (GIN) is an organi-
zation of all the students in the graduate
program in the School of Nursing. The
purposes of the organization are to foster
unity among graduate students; to aid in
the pursuit of individual, institutional and
professional goals; and to enhance
communication among students, faculty
and the community. Student representa-
tives function in a liaison capacity by
serving on various school and university
committees. GIN serves the graduate stu-
dent body through orientation programs,
a monthly newsletter, education and
social functions and the establishment of
ad hoc committees when student, faculty
and community needs arise.

As a focal point for graduate student
awareness, the UMAB Graduate Student
Association (GSA) is comprised of one
representative from each department on
campus that offers a graduate degree. Its
main purpose is to promote a better
graduate student life by providing effi
cient orientation of new students, com-
municating research interests across
departmental lines and providing a
channel for the communication of grad-
uate student concerns to the Vice Chan-
cellor for Graduate Studies and Research
and to the Graduate Council. The Grad-
uate Student Association chooses one of
its own members each year to serve as a
voting member of the Graduate Council
and also elects representatives to the
UMAB Senate.

GRADUATE COURSES

NURS 601 Introduction to Advanced
Clinical Practice (3). The focus of this
course is nursing concepts important to
advanced clinical nursing practice. Con-
cepts related to client state, interactions
with environment and resulting changes
in health are included. Current theories,
models and research findings related to
these concepts and their applications to
various advanced nursing practice spe-
cialties are discussed. (Gift and Fontaine)

NURS 602 Critical Approaches to Nurs-
ing Theories (3). The purpose of this
course is to enhance the student's ability
in critical thinking and scientific inquiry
in nursing. Opportunity is provided for
the student to analyze the role of theory
in nursing as a practice discipline. The
history of theory development is pre
sented and the applicability of selected
nursing theories to the role of the nurse
is examined. (Kreider)

NURS 603 Evaluation of Patient Care: A
Clinical Perspective ( 3 )• An opportunity
for students to synthesize a framework
for evaluating health and nursing care.
Emphasis is on the analysis of structure,
process and outcomes of nursing care. It
is designed to supplement the core
courses by presenting quality assurance
methods, criteria and standards. Pre-
requisites: NURS 602 and NURS 701 or
permission of instructor. (Walker)

NURS 604 Organizational Behavior and
Role Fulfilment (3). An exploration and
analysis of commonalities inherent in
nursing practice in various roles. Content
from systems, role, organizational behav-
ior, consultation, learning and change
theories provides the basis for synthesis
into a conceptual framework of practice
in teaching, clinical practice and adminis-
tration. (Faculty)

NURS 606 Influential Forces in Nursing
and Health Care (3). This core course
provides an analysis of health care trends,
organizations and settings, and provider
and consumer roles in the financing,
legislation, regulation, politics, ethics and
evaluation of nursing and health care.
Emphasis is placed on nursing's role in
effecting health care system change and
on the effects of external forces on nurs-
ing practice. Leadership strategies and
nursing roles for influencing practice
decisions within the health care system
are examined. (Wright)

NURS 607 Alcoholism and Family Sys-
tems (3). The theory content and clinical
practicum of this course are designed for
the study of alcoholism and the concomi-
tant family patterns of organization. The
course emphasizes the use of regulators-
processes for the restoration of optimal
balance within the family and between
the family and its environment, the re-
cruitment of family members into treat-
ment and the prevention of illness among
vulnerable family members. Offered
spring semester. (Eells)

NURS 608 Special Problems in Nursing
(1-3). Provides for alternative learning
experiences: independent study; develop-
ment of specific clinical competencies;
classes focusing on a variety of special
interest topics or topics of an interde-
partmental nature. Registration upon
consent of advisor. Students may register
for one to three credits per semester with
a maximum of six credits per degree.
(Faculty)

NURS 611 Introduction to Primary Care
Nursing (2). Utilizes a seminar alternat-
ing with laboratory and clinical experi-
ences which emphasize the development
of the expanded nursing role. Students
have the opportunity to refine assessment
skills as they collect and analyze data in
the clinical area using a variety of inter-
viewing, examining and recording skills.
Role boundaries, role facilitation, and
barriers to role implementation are ana-
lyzed in seminar sessions. Prerequisite or
concurrent NPHY 600. Offered fall semes-
ter. (Edmunds and faculty)

NURS 612 Trends and Issues in Women's
Health Care (2). The purpose of this
course is to synthesize knowledge and
skills gained in previous courses and
concurrent experience in providing pri-
mary health care to women. Concepts
specific to women individually and col-
lectively are analyzed in relation to clients
seen in clinical settings. Prerequisites:
NURS 611. NPHY 600, NPHY 610 and
NURS 613- Concurrent or prerequisite:
NPHY 608. Offered fall semester.
( Hetherington )

NURS 613 Clinical Diagnosis and Man-
agement I (4). Prepares the student to
function at a beginning level as a nurse
practitioner in an ambulatory setting. This
is the first of two sequential courses
which apply the nursing process through
communication and assessment skills,
interpreting findings, applying laboratory
diagnostic methods, developing plans of
care and implementing nursing strategies
to promote the personal, cognitive, and
physical health of adults with common
health problems. Prerequisites: NURS 611
and NPHY 600. Offered spring semester.
(Faculty)

NURS 6 14 Clinical Diagnosis and Man-
agement II ( 5 ). Prepares the student to
function as a nurse practitioner in an
ambulatory setting with clients who have
complex health problems. This is the
second of two sequential courses which
apply the nursing process through com-
munication and assessment skills, inter
preting findings, applying laboratory
diagnostic methods, developing plans of
care and implementing nursing strategies
to promote personal, cognitive and phys-
ical health of clients. Prerequisite: NURS
613- Offered fall semester. (Faculty)

NURS 615 Advanced Primary Health
Care of Adults (4). Provides an intensive
applied clinical experience and seminar
sessions designed to assist the student in
analyzing multiple variables in health and
disease and. through a problem-solving
approach, in determining an optimal plan
in relation to both short- and long-term
goals. Tine emphasis is on increased
independence and decision making in an
interprofessional environment Prerequi-
site: NURS 61 4. Offered spring semester.
( Edmunds and faculty)

NURS 616 Primary Care of Women (4).

Builds upon prerequisite primary care
courses to provide the knowledge and
skills necessary for a nurse practitioner
to manage health maintenance and non-
life threatening disruptions specific to
women. Emphasis is placed on collabora-
tion with other health care providers. The
content includes normal antepartum and
postpartum care, family planning and
common gynecological disruptions
throughout the life span. Concurrent or
prerequisite: MRS 612. Offered fall
semester. (Hetherington)

NURS 618 Special Problems in Primary
Care (1-3). An independent study experi-
ence which allows students in the pri-
mary care department to develop special
competencies or obtain in-depth clinical
experience. Students outside the depart-
ment may elect this experience to study
selected concepts relating to primary care
nursing. Registration upon consent of
advisor. Students may register for varying
units of credit ranging from one to three
credits per semester with a maximum of
six credits per degree. ( Faculty )

NURS 62 1 Medical-Surgical Nursing I
(2). This is the first- level medical-surgical
nursing course focusing on the psycho-
physiological basis of selected, prevalent
disorders. Various psychophysiological
models are presented. Both the conven-
tional and nontraditional assessment and
management of these disorders are dis-
cussed. The theoretical basis of stress-
related mortality and morbidity is empha-
sized. Specific relaxation and stress
management techniques are presented
and practiced. Prerequisite or concurrent:
NURS 601 and NURS 602. (Faculty)

NURS 622 Medical-Surgical Nursing II
(3). A second- level psychophysiological
nursing course which builds on the
foundational content of NURS 621. The
focus is the development of clinical
judgment and intervention strategies for
those individuals with multiple, complex
psychophysical disorders. Interrelation-
ships among physical symptoms, stress,
conventional treatment modalities and
interpersonal relationships are evaluated
as a basis for nursing interventions. The
course includes a lecture in psycho-
physiological nursing and approaches
to treatment of complex disorders and
supervision of student experiences in
the management of selected patients.
Prerequisite: NURS 621. (Faculty)

NURS 623 Trauma/ Critical Care Nursing
1(2). This first clinical course is designed
to provide the student an opportunity to
explore selected concepts such as
oxygenation ventilation, transport per-
fusion, and cognition, which may be
altered in the trauma critical care patient.
A major focus is on the assessment pro-
cess. Assessment strategies related to the
concepts are presented and clinical ex-
perience in a trauma critical care setting
is provided for application and analysis
of these assessment strategies. Prerequi-
sites or concurrent: NPHY 600 and NURS
601. (Faculty)

NURS 624 Trauma/ Critical Care Nursing
II (3)- A second course in a three-semes-
ter sequence of advanced clinical knowl-
edge for trauma critical care nursing. The
focus is on the assessment of concepts
and examination of research-based inter
ventions central to trauma critical care
nursing practice. A clinical practicum is
included which offers the opportunity to
test course theory, expand collaborative
and advanced nursing skills, and progress
toward achievement of individual profes-
sional goals. Prerequisites: NURS 623 and
NURS 701. (Faculty)

NURS 625 Introduction to Gerontologi-
cal Nursing (2). This first-level course is
designed to provide the student the
opportunity to explore systematically
concepts pertinent to older adults.
Emphasis is placed on maximizing func
tional health status, patient outcomes and
independence of the older adult consis-
tent with the limitations imposed by the
aging process and/or chronic illness.
Strategies aimed at promoting, maintain-
ing and restoring health and independent
functioning are examined. Implications
for clinical practice are considered. Pre-
requisite or concurrent: NPHY 600 and
NURS 601. (Stilwell and faculty)

NURS 626 Processes of Aging: Implica-
tions for Nursing Care (4). Provides an
in-depth analysis of specific concepts
related to alterations in health of the
older adult especially the frail older
adult. Emphasis is placed on assessment
methodologies and research-based inter-
ventions designed to assist the individual
to cope with acute and chronic alterations
in health and, where possible, prevent
alterations in health. A clinical practicum
is included to provide the student with
the opportunity to test theory, expand
advanced nursing skills and to pursue
individual professional goals. Prerequi-
sites: NURS 625 and NURS 701. (Stilwell
and faculty)

NURS 628 Special Problems in Medical-
Surgical Nursing (1-3). Provides alterna-
tive learning experiences: independent
study; development of specific clinical
competencies; classes focusing on a
variety of special topics or topics of an
interdepartmental nature within the broad
category of medical-surgical nursing.
Registration upon consent of advisor.
Students may register for varying amounts
of credit ranging from one to three credits
per semester with a maximum of six
credits per degree. (Faculty)

NURS 63 1 Maternal and Infant Nursing I
(4). This course is the first clinical level
in the maternal child health nursing
sequence and is open to nonmajors as
well as majors. It consists of an explora-
tion of topics related to health promotion
and health behaviors in the maternal-
child health settings. Focus is on the
nurse as an advanced practitioner, em-
phasizing the application of conceptual
frameworks, clinical expertise and patient
teaching. Both core content in maternal-
child health and specialized obstetrical
nursing topics are included. Prerequisites
or concurrent: NURS 601 and NURS 602.
(Faculty)

NURS 632 Maternal and Infant Nursing
II (4). This course, the second in the
maternal-child health nursing sequence,
has a dual focus on the development of
in-depth knowledge of selected health
problems of pregnant and postpartum
women and infants and their nursing
management, and on increasing col-
laborative and research skills in profes-
sional nursing. Application of theoretical
and clinical knowledge occurs within an
interdisciplinary collaborative relation-
ship. Prerequisites: NURS 601, NURS 602
and NURS 631- Prerequisite or concurrent:
NPHY 608. (Faculty)

NURS 633 Maternal and Infant Nursing
III (5). In this course the student ex-
plores the knowledge base fundamental
to the role of the clinical nurse specialist
in maternal child care settings. The prac
ticum includes application and analysis
of intervention strategies utilized by the
clinical nurse specialist. Students work
closely with mentors to evolve their role
as clinical expert, educator, consultant,
researcher and change agent. Course con-
tent and requirements also include
advanced maternal infant health clinical
topics. Prerequisites: NURS 631 and NURS
632. Offered fall semester. (Faculty)

NURS 638 Special Problems in Maternity
Nursing (1-3). Provides for alternative
learning experiences: independent study;
development of specific clinical com-
petencies; classes focusing on a variety of
special interest topics or topics of an
interdepartmental nature within the broad
category of maternity nursing. Registration
upon consent of advisors. Students may
register for varying amounts of credit
ranging from one to three credits per
semester with a maximum of six credits
per degree. (Faculty)

NURS 641 Nursing of Children I (4).

This course is the first clinical level in the
maternal-child health nursing sequence
and is open to nonmajors as well as
majors. It consists of an exploration of
topics related to health promotion and
health behaviors in the maternal-child
health setting. Focus is on the nurse as
an advanced practitioner, emphasizing
the application of conceptual frameworks,
clinical expertise, and patient teaching.
Both core content in maternal-child health
and specialized pediatric nursing topics
are included. Prerequisites or concurrent:
NURS 601 and NURS 602. (Faculty)

NURS 642 Nursing of Children II (4).

This course, the second in the maternal-
child health nursing sequence, has a dual
focus on the development of in-depth
knowledge of selected health problems
of children and their nursing manage-
ment, and on increasing collaborative
and research skills in professional nurs-
ing. Application of theoretical and clinical
knowledge occurs within an interdisci-
plinary collaborative relationship. Pre-
requisites: NURS 601, NURS 602, NURS
641. Prerequisite or concurrent: NPHY
608. (Faculty)

NURS 643 Nursing of Children III ( 5 ).
In this course the student explores further
the knowledge base fundamental to the
role and practice of the clinical nurse
specialist in maternal child care settings.
The practicum includes application and
analysis of intervention strategies utilized
by the clinical nurse specialist. Students
work closely with mentors in selected
nursing of children health care settings to
evolve their role as clinical expert, edu
cator. consultant, research and change
agent. Course content and requirements
also include selected nursing of children
clinical topics relevant to advanced prac-
titioners. Prerequisites: NURS 64] and
\1 IRS 642. Offered fall semester. ( Fac ulty )

NURS 648 Special Problems in Nursing
of Children ( 1-3). Provides alternative

learning experiences: independent study;
development of specific clinical compe-
tencies; classes focusing on a variety of
special interest topics or topics of an
interdepartmental nature within the
broad category of nursing of children.
Registration upon consent of advisor.
Students max- register for varying amounts
of credit ranging from one to three credits
per semester with a maximum of six
credits per degree. ( Faculty)

NURS 650 Foundations for Psychiatric
Nursing 1(3)- This is the first-level course
of a two semester sequence which intro-
duces the theoretical bases for concepts
fundamental to advanced psychiatric
nursing practice. The focus is on selected
developmental theories. Emphasis is
placed on the biopsychosocial assess-
ment of a client. Offered fall semester.
(Faculty)

NURS 651 Individual Therapy (3).

Examines specific types of ineffective
social behaviors as well as personality
disturbances and their treatment within
the contexts of psychiatric and nursing
literature. (Robinson)

NURS 652 Group Theory and Practice I
(3). Provides the basis for a conceptual
framework in group psychotherapy. Em-
phasis is placed on the application of
theory to group practice. Included is the
study of the therapist's role in the devel-
opment of technical and communication
skills in group work. Each student is
required to co-lead a group approved by
the faculty. (Faculty)

NURS 653 Group Theory and Practice II

(3). Designed to further develop the
student's theoretical and clinical exper-
tise in group work and group psycho-
therapy. Emphasis is placed on the role
of the therapist in integrating and using
theoretical concepts in clinical group
practice and in developing skills in super-
vision. Specialized group therapy tech-
niques and research related to group
therapy techniques and group practice
are reviewed. Prerequisite: NURS 652.
(Faculty)

NURS 654 Liaison Nursing 1(3). Students
gain skills in therapeutic interaction with
hospitalized, physically ill patients based
upon their assessment of the patient's
psychological needs and an evaluation of
appropriate vehicles for their gratification.
Goals are established which take into
consideration physiological versus psy-
chological priorities, assigning weights in
terms of immediacy of need. The hospital
is viewed as a social system, and means
of interacting effectively in it are ex-
plored. Offered fall semester. (Robinson)

NURS 655 Orientation to Critical Con-
cepts in Family (3). This course provides
an orientation to the theories and tech-
niques of family therapy. Emphasis is on
family systems theory (the Bowen theory)
and development of observational skills
and interview experience with selected
families. ( Cain and faculty)

NURS 656 Introduction to Clinical Prac-
tice with Families (3). This course pro-
vides orientation to the role of the clini-
cian in family therapy. Emphasis is on the
identification of existing family behavior
patterns. Clinical practice with at least
one family is included. Prerequisite:
NURS 655. (Cain and faculty )

NURS 657 Advanced Clinical Practice
with Families (3). Includes advanced
clinical practice and refinement of clini-
cal skills. Prerequisite: NURS 656. ( Cain )
NURS 658 Special Problems in Adult
Psychiatric Nursing (1-3). Provides
alternative learning experiences: inde-
pendent study; development of specific
clinical competencies; classes focusing
on a variety of special interest topics or .
topics of an interdepartmental nature
within the area of adult psychiatric nurs-
ing. Registration upon consent of advisor
Students may register for varying amounts
of credit ranging from one to three credits
per semester with a maximum of six
credits per degree. (Faculty)

NURS 659 Mental Health Consultation
(3). Introduces the student to the prin-
ciples and practice of mental health con
sulfation and basic community mental
health theory. Caplan's model of mental
health consultation will be stressed as
well as development and management of
consultation programs. Students will pro-
vide weekly consultation to a community
health care setting or social agency ap-
proved by the faculty. Prerequisite: Clini
cal and/or academic courses in psychi-
atric/community health nursing. ( Faculty)

NURS 662 Theoretical Basis for Rehabili-
tation Nursing (3). This introductory
course examines the philosophical basis
and principles of rehabilitation. Concepts
of health and normalcy are considered.
Congenital, traumatic and degenerative
origins of disabilities are examined, and
the effects of these disabilities throughout
the life cycle are addressed. Influences of
the family, the community and the health
team on individual functioning are intro
duced. Offered fall semester. (Kreider
and faculty)

NURS 663 Interventions in Rehabilitation
Nursing (3). Building on NURS 662, this
course focuses on developing theory-
based, individualized programs of inter-
vention for persons representative of
selected populations requiring rehabilita-
tive services. Through the use of case
studies, the process and procedures of
rehabilitation nursing will be examined.
Programs for individuals with alterations
in communication, sensation, mobility,
intake and procurement of nutrition,
elimination, sexuality and self-image will
be considered. Offered spring semester.
Prerequisite: NURS 662. (Kreider and
faculty )

NURS 671 Epidemiology (3). A contem
porary approach to epidemiological con-
cepts and methods. General considera-
tions and laboratory application to data
in specific situations are included. Open
to non-nursing majors with permission of
instructor. Prerequisite: Statistics. Offered
spring semester. ( Kohler)

NURS 672 Community Health Nursing I
(3). This first-level departmental course
is designed to introduce students to ad-
vanced nursing theory and practice in
community health. Students will address
the nature and scope of community health
and its relation to the public health sci-
ences and to nursing in a clinical practice
context. Clinical practice will focus on
neighborhood, family and community as
the units of analysis. Students will explore
advanced nursing practice from a histori
cal perspective. (Strasser and faculty)
NURS 673 Community Health Nursing II
( 3 )• The theory content and clinical prac-
ticum of this course are designed for the
study of families, neighborhoods and
other support systems; communities with
special populations; and the health care
delivery system. Students work with
selected families through agencies and
other support systems, with an emphasis
upon nursing interventions. Prerequisites:
NURS 671 or permission of instructor.
(Eells and facultv)

NURS 674 Community Health Nursing
within the Health Care System (2). This
advanced course focuses on the relation
ship between the health level of the
community and the organization of the
health care system. Forces that are shap
ing the organization and delivery of
community health nursing services are
analyzed. Examination of theory and
research and comparison of various sys-
tems of health care organization provide
the basis for discussion. Open to non-
nursing majors with permission of instruc-
tor. Offered spring semester. (Ruth)

NURS 675 Community Health Nursing
III (3). The theory content and clinical
practicum of this course are designed for
the study of health promotion and health
maintenance programs as these are devel
oped, implemented and evaluated in
agency settings. A secondary focus is the
evaluation of families, neighborhoods
and other support systems and commu-
nities. Prerequisites: NURS 671, NURS 672
and NURS 673- Offered fall semester.
( Eells and faculty )

NURS 676 Community Health Nursing
Leadership: Approaches to Select Popula-
tions (3). Designed to provide graduate
students in community health nursing
and other specialty areas with an oppor
tunity to gain additional knowledge and
skills in the use of leadership strategies
to achieve defined health objectives for a
selected population. Emphasis is placed
on program development and grantsman
ship in the areas of health promotion and
primary prevention. Prerequisite: NURS
671 or permission of instructor. (Strasser
and faculty )

NURS 677 Food Addictions, Eating Dis-
orders, and Weight Control (3). The
theory, research content and field expe-
riences of this course focus upon food
addictions, eating disorders and regula
tion of appetite and weight control. Health
implications and the importance of family
dynamics and support systems are in-
cluded. Students design an intervention
program for a specific problem. Offered
fall semester. (Eells)

NURS 678 Special Problems in Commu-
nity Health Nursing (1-3). Provides
alternative learning experiences: inde-
pendent study; development of specific
clinical competencies; classes focusing
on a variety of special interest topics or
topics of an interdepartmental nature
within the broad category of community
health nursing. Registration by consent of
advisor. Students may register for varying
amounts of credit ranging from one to
three credits per semester with a maxi-
mum of six credits per degree. (Faculty )

NURS 680 Curriculum Development in
Nursing (3). Factors which determine
content and organization of curricula
in schools of nursing and health care
agencies are identified and implications
analyzed. Principles and processes of cur-
riculum development are addressed from
the standpoint of initiating and changing
curricula. Curriculum components serve
as unifying threads as students study and
actually develop a curriculum. Systematic
evaluation of the curriculum is explored.
( Faculty)

NURS 682 Practicum in Teaching in
Nursing (3). Experience in clinical and
classroom settings promotes the oppor-
tunity for development and increased skill
in the total teaching/learning process. An
analytical approach to teaching effective-
ness is emphasized. Placement in junior
colleges, baccalaureate programs or in-
service settings is arranged according to
track selected. Prerequisite or concurrent:
NURS 680. (McCarthy and Bille)

NURS 683 Practicum for Advanced Clin-
ical Practice (4). Supervised experience
is provided by each clinical program
which will prepare the graduate student
to function in advanced practice roles.
Placement may be in community or
home settings, chronic and long-term
care facilities, critical care areas. Pre-
requisite: Two semesters of clinical
coursework. (Facultv)

NURS 684 Seminar in Nursing — Clinical
Specialization (2). Focuses on increasing
organizational behaviors to function effec-
tively as clinical nurse specialists. Particu
lar attention is given to improving the
delivery of health care to consumers
through consultation, teaching, research
and clinical practice in medical surgical,
maternal child health, psychiatric, geron-
tological and community health nursing.
Prerequisite or concurrent: NURS 606.
(Faculty)

NURS 685 Instructional Strategies and
Skills (3)- Building on content of teach
ing learning theory, this course focuses
on the analysis and development of
selected instructional strategies and skills
in nursing education. The relationship of
content and learning style to instructional
method is considered with particular
attention given to the selection, prepara
tion and use of media and modes appro
priate to teaching in nursing. A micro-
teaching approach is used to demonstrate
student teacher performance in a variety
of teaching strategies. Techniques for the
evaluation of teacher and student are
examined. Prerequisite: NURS 680 or by
permission of instructor. (Heller and
faculty)

NURS 686 Principles and Practices of
Client/Family Teaching ( 3). Focuses on
principles and practices of client family
leaching which facilitate the behaviors
required to maximize the health potential
of those experiencing acute or chronic
illness. Consideration is given to the
entire process of client family teaching
during the illness episode. The influence
of values, attitudes and beliefs on com-
pliance is explored. Opportunities are
provided for students to develop client/
family teaching plans according to their
area of interest. (Bille)

NURS 688 Special Problems in Nursing
Education ( 1-3). The major objectives of
this independent study experience are to
develop further competencies in the area
of teaching. Registration upon consent of
advisor. Student may register for one to
three credits per semester with a maxi-
mum of six credits per degree. (Faculty)

NURS 689 Special Problems in Clinical
Specialization (1-3). The major objec-
tives of this independent study experi
ence are to develop further competencies
in the areas of clinical specialization.
Registration upon consent of advisor.
Students may register for one to three
credits per semester with a maximum of
six credits per degree. ( Faculty)
NURS 690 Managerial Health Finance
(3). Focuses on the role and responsibil-
ity of the administrator in fiscal manage
ment of health care institutions in both
the public and private sectors. Training is
provided in resource management and
accountability. Conceptual and practical
issues related to health care economics,
financial management and budget prep-
aration will be stressed. Prerequisite:
NURS 606. (Proulx and Ward)

NURS 69 1 Organization Theory. Appli-
cation to Nursing Management ( 3 )• This
is the first course in nursing service
administration and serves as a foundation
for other curriculum offerings. The con
tent includes organizational theories and
the administrative elements of planning,
organizing, leading and evaluating.
Management principles are outlined and

issues related to organizational behavior
in the health-care industry are discussed.
A realistic focus is developed through the
use of simulation, small group exercises,
self assessment instruments and audio-
visual aids. (Faculty)
NURS 692 Administration of Nursing
Service (3). This is the second of the
courses in the nursing service administra-
tion series. The focus is on the process of
nursing management or administration.
Advanced management principles and
practices are studied in view of the nurs
ing leadership role, and these are tailored
to match the learner's level in the organi
zation, e.g., middle-level or executive.
Content is specific to issues evolving
within an ever-changing health care sys-
tem, and case studies are used to ensure
analytical thinking and relevancy. Pre-
requisites: NURS 691. (Sullivan and
Proulx)

NURS 693 Practicum in Nursing Service
Administration (4). Field placements
provide for synthesis of learning through
observation of and participation in ad
ministrative activities. Placements are
arranged to support skill development in
keeping with the student's career goals.
Regular conferences with university
instructors and field preceptor enrich the
student's learning opportunity. Prerequi
Site: NURS 692. (Proulx and Sullivan )

NURS 694 Theory and Practice in Nurs-
ing Administration (6). This is the cap
stone course of the nursing service
administration track for students prepar-
ing for first or middle management nurs
ing positions. The learner is exposed to
nursing management and/or leadership
in a real-world setting. Students are
assigned to a health care agency where
they become involved with the integra-
tion of theory' into practice and time is
allotted for empirical study of a specific
problem or content area within the scope
of nursing administration. Prerequisites:
NURS 690, NURS 691 and NURS 692.
(Proulx and Sullivan)

NURS 695 Theory and Practice in Nurs-
ing Administration— Advanced (6). This
is the capstone course of the nursing
administration track for students prepar-
ing for advanced or executive leadership
and management responsibilities in a
selected health care delivery system. The
student negotiates personal and program
objectives with a preceptor and faculty in
order to prepare for an executive nursing
administration position. Time is allotted
for empirical study of a specific problem
or content area within the scope of nurs-
ing administration. This course is designed
for students with two or more years of
formal nursing administration experi-
ence. Prerequisites: NURS 690, NURS 691
and NURS 692. (Proulx and Sullivan)

NURS 697 Nursing and Health Policy

(3). This seminar focuses on the analysis,
formulation and implementation of health
policy viewed from a historical perspective
with an examination of selected current
issues in nursing and health care. Atten-
tion is given to the role of nurses in in-
fluencing policy decisions. Prerequisites:
NURS 602, NURS 606, POSI 601 or POSI
602. (Hanley and faculty)
NURS 698 Special Problems in Nursing
Administration (1-3). The major objec-
tive of this independent study experience
is to develop further competencies in the
area of administration. Registration by
c< >nsent of advisor. Students may register
for one to three credits per semester with
a maximum of six credits per degree.
(Faculty)

NURS 699 Theory and Practice in Nurs-
ing-Health Policy (6). This culminating
c< >urse provides nursing-health policy
majors the opportunity to enhance their
policy-related skills through observation
and direct participation in the policy
process within a governmental or private
agency which deals with health care
issues. Placement is in accord with stu-
dents' special policy interest in the nurs-
ing/health care field. (Hanley and faculty)

NURS 70 1 Nursing Research Designs and
Analysis 1(3). Includes understanding
scientific thinking and quantitative
methods of research beyond the intro-
ductory level. The research literature in
nursing and health is used to illustrate

and evaluate application of these princi-
ples. Univariate and bivariate research
designs are stressed. Working in terms,
students plan and implement a nursing
research project. (Faculty)

NURS 702 Nursing Research Designs and
Analysis II (3). An introduction to both
quantitative multivariate and qualitative
designs used in nursing research. Selec-
tion of the most appropriate design to fit
a nursing research question is stressed.
Procedures for data quality assurance and
analysis are presented. Statistical com
puter programs are utilized with actual
nursing data. Throughout, reports of
nursing research are critiqued and dis-
cussed. Prerequisite: NURS 701. (Faculty)

NURS 704 Program Evaluation in Nursing
(3). This elective course introduces stu-
dents to various models and approaches
available for the evaluation of nursing
programs in both educational and service
settings. Class discussions focus on the
components of various models, their
relative strengths and weaknesses and
their utility for the evaluation of nursing
programs. Opportunities to assess pro-
gram evaluation efforts in nursing are
also provided. Prerequisite: Permission
of instructor. (Waltz)

NURS 706 Applications of Computers
and Information Science in Nursing and
Health Care (3). Fosters the attainment
of knowledge, skills and attitudes essen-
tial for beginning a successful career as a
nursing administrator, educator, or expert

clinician in a computerized health care
delivery system. Emphasis on nursing
applications of information technology'.
Prerequisite: NURS 691 or permission of
instructor. ( Heller and Romano)

NURS 708 Special Problems in Nursing
Research ( 1-3). The major objective
of this independent study experience is
to develop further research competencies.
Registration upon consent of instructor.
Variable amounts of credit ranging from
one to three per semester may be taken
with a maximum of six credits per degree.
(Faculty)

NURS 710 Health Supervision of the Well
Child 1(3). The first of two sequential
courses which focus on health promotion
and health maintenance for children, this
course deals primarily with the health
needs of children during the first five
years of life. The student functions at the
beginning level as a nurse practitioner in
an ambulatory care setting. Emphasis is
placed on application of the nursing
process: assessing the physical, personal
and cognitive expressions of health of
well children during the first five years
of life within the context of their family
environments; developing plans of care
based on knowledge of the cultural pat
terns of the family and of the predomi-
nant pattern of organization of the child's
expressions of health, implementing and
evaluating nursing strategies to promote
health and development. Prerequisite:
NURS 602, NURS 611 or permission of
instructor. (Faculty)

NURS 71 1 Health Supervision of the Well
Child II (2). This is the second of two
sequential courses which apply the con-
ceptual frameworks and the nursing
process through the use of communica-
tion and assessment skills, the develop-
ment, implementation and evaluation
of plans of care, to foster the personal,
cognitive and physical health of children.
This course focuses on the health needs
of school age children and adolescents.
Normal growth and development are
emphasized. Prerequisite: NURS 710 or
permission of instaictor. Offered fall
semester. (Faculty)

NURS 713 Common Health Problems of
Children 1(3). This is the first of two
sequential courses which focus on se
lected health problems of children fre-
quently encountered in ambulatory set
tings and the underlying alterations in
health equilibrium. Emphasis is placed
on problem identification, application of
appropriate regulatory processes and
evaluation of the effectiveness of inter-
vention. Prerequisite: NURS 611. Offered
spring semester. ( Faculty)

NURS 714 Common Health Problems of
Children II (3). The focus of this second
of two sequential courses is selected
health care problems of children and the
underlying alterations in health equilib-
rium. The problems considered will be of
a more complex nature or more prevalent
for older children and adolescents. Prob-
lem identification, application of appro-
priate regulators' processes and evaluation
of the effectiveness of intervention are
emphasized. Prerequisite: NURS 713- Of-
fered fall semester. (Faculty)

NURS 715 Advanced Primary Care of
Children ( 5 ). Designed to assist the stu-
dent to integrate and synthesize the
material from all coursework, material
previously learned and some new con-
cepts relevant to the pediatric nurse prac-
titioner in primary care. Clinical experi-
ences require that the student assume a
more independent role in assessing and
managing the health care of children
from birth to adolescence as part of a
multidisciplinary health care team. Pre-
requisites: NURS 711 and NURS 714.
(Faculty)

NURS 72 1 Psychophysiological Interven-
tions in Nursing (3). An overview of the
psychophysiological interrelationships
commonly seen in patients manifesting
symptomatology such as hypertension,
low back pain, headaches and arthritis.
Psychophysiological models unique to
advanced nursing assessment and inter-
vention within a family systems frame-
work are examined, practiced and applied
to actual client situations. Prerequisite:
NURS 601. (Thomas)

NURS 750 Foundations for Psychiatric
Nursing II (2). This second half of a two-
semester course provides graduate stu-
dents in psychiatric nursing with a theo-
retical basis for clinical practice, an over-
view of multiple schools of psychotherapy
and a matrix within which to integrate
concepts which are particularly relevent
to psychiatric nursing. The course content
encourages the student to view the client
developmentally in order to assess his/
her or the family's problem(s) and to
choose therapeutic interventions that are
grounded either in theory or in knowl-
edge generated from empirically tested
data Offered spring semester. (Faculty)

NURS 754 Liaison Nursing II (3). The
second-level course in psychiatric liaison
nursing presents material relevent to
specific patient populations which are
targeted by the liaison practitioner. In the
latter half of the course, the student
begins to explore those issues involved
in working with nursing staff, rather than
directly with patients to meet the latter's
psychological needs. In addition, liaison
research projects that were identified in
the first-level course will be further
developed to meet seminar paper or
thesis requirements. Prerequisite: NURS
654. (Robinson)

NURS 755 Families in Crisis: Theory and
Intervention (3). Introduces students to
the system theory orientation for under-
standing human functioning within a
family system, with an application of this
orientation to personal, patient/family
and health care delivery systems. The
family is the unit of study with systems
theory analyzed and applied to clinical
issues and situations in various health
care settings (acute, chronic, inpatient,
outpatient and long-term care facilities).
Clinical intervention with families and
supervision are components of this course.
Prerequisites: NURS 602 and permission
of instructor. (Kleeman)

NURS 775 Home Health Care Nursing
(3). Designed as an elective for graduate
students in nursing who seek an in-depth
orientation to clinical nursing practice in
the home setting. The course builds on
the< >ry and learning experiences provided
in the clinical major. Students develop
prototypical care plans for individuals
with selected health problems or risk
factors. Emphasis is placed on the nurse
as coordinator, deliverer and monitor of •
patient care in the home. Field experi-
ences for assessment and evaluation are
provided. Prerequisite: First level clinical
course. Offered spring semester. (Strasser
and faculty)

NURS 799 Master's Thesis Research

(1-6). (Faculty)

NURS 801 Conceptual Basis for Nursing
(2). Provides experience in conceptualiz-
ing health related behavior as an initial
step in nursing research. Biological,
psychological, cognitive and social
dimensions of selected concepts relevant
to nursing practice are examined theo-
retically and operationally. The interre-
latedness of these dimensions is viewed
as constituting a major focus in the study
of man from a nursing perspective.
(Kreider and faculty)

NURS 802 Analysis of Direct Nursing
Action (4). Clinical settings are utilized
for the examination of client states and
nursing actions. From a theoretical per-
spective students will develop and imple-
ment a plan for study of nursing actions
and the client states which are stimuli for
and responses to nursing actions. Pre-
requisite: NURS 801. (Kreider and Cahill )

NURS 803 Conceptualization of Nursing
Systems (2). An overview of the social,
political and organizational contexts
within which nursing is practiced and
taught. Includes an introduction to and
comparison of organizational and systems
theories, and consideration of organiza-
tional problems of particular importance
to the practice and teaching of nursing.
(Jacox and Haymaker)

NURS 804 Analysis of Indirect Nursing
Action (4). The processes by which
national health and nursing policies are
determined and organizational problems
of particular importance to the practice
and teaching of nursing are analyzed.
Emphasis is placed on factors which in-
fluence the acquisition and use of nurs-
ing resources, the regulation of nursing
practice, authority and decision making
and conflict management in organiza-
tions. Prerequisite: NURS 803- (Jacox and
faculty )

NURS 805 Analysis and Development of
Nursing Theory (4). Philosophical bases
for nursing theory are analyzed and sev-
eral metatheoretical approaches to theory
development are studied. Extant nursing
theories are analyzed, compared and
evaluated. Prerequisite: NURS 602 or
equivalent. (Lenz and Suppe)

NURS 806 Seminar in Nursing Science
(2). Philosophical, theoretical and pro-
fessional issues to be considered in dis-
c< >\ ering and verifying nursing knowledge
are addressed. Approaches to theory
development in nursing are examined
and applied. Prerequisite: NURS 805.
( Lenz and Suppe)

NURS 811 Measurement of Nursing
Phenomena (3). The theoretical basis of
measurement is presented as a founda-
tion for the development and evaluation
of measurement tools for use in nursing
research. Types of measures, techniques
of construction, the statistical analysis of
reliability and validity and strengths and
limitations for use of selected measures
in nursing research will be presented.
Nursing research studies are evaluated
relative to measurement theory. Tools
and procedures, including those used to
measure affective, cognitive, behavioral
and physiological aspects of selected
concepts, are evaluated. Prerequisite:
NURS 813 or equivalent. (Waltz and
faculty)

NURS 812 Seminar in Nursing Mea-
surement (3). The theoretical basis of
measurement will be applied in a highly
individualized experience in the devel-
opment of an instrument to measure a
selected concept of relevance in nursing
research. The seminar provides the
opportunity for discussion of problems,
issues and strategies involved in tool
construction and validation. Prerequisites:
NURS 811 and NURS 813- (Waltz and
faculty)

NURS 813 Design of Nursing Research
(4). The emphasis in this course is on
the acquisition of methods and tech-
niques for extending the scientific base
of knowledge for nursing practice. Re-
search studies, taken from the health care
literature, which address questions of
impact to nursing serve as foci for discus-
sion. Experimental and quasiexperi mental
designs and related statistical procedures
are examined in terms of their appropri-
ateness for addressing various nursing
problems. Selected probability sampling
designs are addressed. (Soeken and
Prescott)

NURS 815 Advanced Seminar in Nursing
Research (3). Emphasis is on use of
qualitative and survey research designs
and related analytic procedures for the
study of nursing problems. Included are
evaluation research strategies and issues
of quality control in field settings.
Prerequisites or concurrent: NURS 813,
NURS 816 or equivalent. (Prescott)

NURS 816 Multivariate Analysis in Health
Care Research (3). Introduces multivari
ate procedures most useful in health care
research, including multiple regression,
multivariate analysis of variance, principal
components analysis, factor analysis and
discriminant analysis. Computer programs
are used in data analysis from actual re-
search situations. An heuristic approach
is used, although opportunities for more
rigorous study are provided for students
with requisite mathematical background.
Two two-hour sessions per week com-
bine lecture and laboratory. (Wolfe)

NURS 818 Special Topics in Nursing
Research ( 1-3). A directed individually
planned research experience which pro-
vides doctoral students the opportunity
to work collaboratively with a faculty
member on an ongoing research project.
Specific requirements and credit are
determined by contractual agreement;
repeatable to a maximum of six credits.
( Faculty )

NURS 881 Theoretical and Methodolog-
ical Issues on Coping ( 2 ). This course
provides the doctoral student with an
opportunity to develop a conceptual
framework for viewing and researching
the process of coping. Through a survey
and critical review of both historical and
contemporary' literature from multiple
disciplines, the student examines an array
of models of coping and ultimately devel-
ops a prospectus for individual or group
studies on coping with stress, in health
and disease. ( Robinson and Shelley)

NURS 882 Concept Clarification in
Nursing: Physiological Basis ( 2 ). Explor
ation of clinical nursing problems and
related concepts from a physiological
perspective. Included are aspects of regu-
lation, transmission and physiological
measurement. Prerequisites: NPHY 600 or
equivalent, NURS 801 or permission of
instructor. (Grady)

NURS 888 Special Problems in Direct
Nursing (1-3). Students select a topic of
particular professional interest within the
sphere of direct nursing, to be studied
with a graduate faculty member with
special competence in the subject area.
Specific objectives and requirements are
determined by contractual agreement
prior to registration. Repeatable to a
maximum of six credits. (Faculty)

NURS 89 1 Theory and Research in Edu-
cational Administration in Nursing (2).

This seminar is designed to address cur
rent theoretical perspectives and research
regarding the practice of educational
administration in nursing. Building upon
knowledge of nursing and health care,
organizational theory, policy analysis,
educational administration and nursing
education gained in prerequisite courses,
selected issues and problems in higher
education administration are explored.
An optional practicum is available for
additional credit through registration in
NURS 898. Prerequisites: NURS 804, NURS
815 or permission of instructor. (Heller)

NURS 898 Special Problems in Indirect
Nursing (1-3)- Students select a topic of
professional interest within the sphere of
indirect nursing, to be studied with a
graduate faculty member with special
competence in the subject area. Specific
objectives and requirements are deter-
mined by contractual agreement prior to
registration. Repeatable to a maximum of
six credits. ( Faculty )

NURS 899 Doctoral Dissertation Research
(1-12). Variable credit. (Faculty)

NPHY 600 Human Physiology and Patho-
physiology (3). Focuses on the study of
selected areas in normal human physiol-
ogy and pathophysiology. Emphasis is
placed on the analysis of normal function
using a problem solving process. Major
regulating and integrative mechanisms
and examples of nonoptimal to patho-
logical function are elaborated to eluci-
date a conceptual approach to the physi-
ologic basis of nursing practice. The
course builds upon a basic knowledge of
physiology. (Faculty)

NPHY 608 Topics in Physiology: Repro-
duction and Neonatal Physiology (2).
Builds upon the concepts developed in
NPHY 600 to provide more extensive
knowledge of human reproduction and
the physiologic function of the newborn
infant. Selected examples of pathophysi-
ology will also be presented. The focus is
upon developing a scientific client assess-
ment of needs and selecting regulatory
processes for the care of clients with
complex physical needs. Concepts ad
dressed include: reproduction, growth,
oxygenation, circulation, motion, motility
and elimination. (Faculty)

NPHY 610 Methods and Principles of
Applied Physiology (3). Designed to
provide the student with a deeper base
of scientific knowledge that correlates
physiology and corresponding alterations
to a process of clinical diagnosis and
management. The course elabi >rates upon
specific pathos principles and a study of
disease entities. It also provides exercises
in applying epidemiological knowledge
in clinical practice and preventive health
settings. Prerequisite: NPHY 600. (Faculty)

NPHY 612 Psychophysiological Basis for
Nursing (3)- Introduces the beginning
graduate nursing student to selected as-
pects of human psychophysiology that
provide the basis for advanced nursing
practice in medical surgical settings.
Emphasis is placed on the psychophysi-
ological basis of selected health problems
and on principles that underlie thera-
peutic nursing intervention. Prerequisite:
Permission of instructor. (Cahill)

NPHY 614 Physiology of Aging (2). De
signed for graduate students in the health
professions with a special interest in
gerontology. The emphasis is on cell
biology, metabolic process, cardiovascu-
lar and neurobiological aspects of aging.
The pathophysiological basis for health
problems of older adults is presented.
Alterations at the cell, organ and system
levels are discussed to provide the basis
for clinical management of common
health problems. Prerequisite: NPHY 600
or DPHS 611 or the equivalent. (Faculty)

NPHY 620 Physiological Alterations in
the Critically 111 Patient (3). Includes
lectures defining and describing altera-
tions in the physiological processes
commonly seen in trauma critically ill
patients and application of this theory
base through supervised clinical experi-
ence in a trauma critical care unit. The
course is designed to enhance the stu-
dent's assessment skills and knowledge
base of pathophysiological findings. The
patient is the unit of analysis. Prerequi
sites: NPHY 600 and NURS 602. ( Faculty )

CONTINUING EDUCATION PROGRAM

The Continuing Education Program is
designed to facilitate the lifelong learning
process of individual nurses and provides
an essential bridge between the School
of Nursing and the nursing community in
Maryland. The program offers national,
regional and local workshops, short
courses and seminars which build upon
the basic preparation of the registered
nurse and enhance or update knowledge
and professional competence in the de-
livery of health services. As a result of the
expanding decision making responsibili-
ties now confronting nurses, the program
provides opportunities to learn about
new concepts in professional nursing and
brings participants into dialogue with
colleagues in the nursing profession as
well as experts in related fields. The pro-
gram also provides in-house educational
offerings and consultation to health care
agencies in the state. Such offerings are
designed to meet specific agency needs.

Activities are coordinated with other
professional groups, institutions and
health-related agencies in the state to
encourage cooperative planning and
interprofessional programming.

The School of Nursing Program Com-
mittee for Continuing Education serves
in an advisory capacity for program devel-
opment and evaluation. Faculty members
participate in planning for and teaching
in specific offerings and serve as consul-
tants as appropriate.

Continuing education units (CEUs),
are awarded to participants completing
offerings sponsored or co-sponsored by
the School of Nursing. The University of
Maryland School of Nursing is accredited
as a provider of continuing education in
nursing by the Eastern Regional Accredit-
ing Committee of the American Nurses
Association.

ADMINISTRATION AND FACUITY

UNIVERSITY OF MARYLAND

Board of Regents

Geraldine Aronin

Joel A. Carrington, D.Ed.

The Honorable Wayne A. Cawley, Jr., Ex officio

Bern- R. C< >ss

Frank J. De Francis

John J. Madras, Jr.

George V. McGowan

A Paul Moss

Julius A. Rainess

Allen L. Schwait

Constance C. Stuart

Robert F. Tardio

Albert W. Turner

Rodnev Lvdell Tyson

John W.T.Webb

Central Administration

John S. Toll, Ph.D., President

Raymond J. Miller, Ph.D., Vice President for

Agricultural Affairs
Donald L Myers, M.BA, Vice President for

General Administration
PatriciaS. Florestano, Ph.D., Vice President for

Governmental Relations
David S. Sparks, Ph.D., Vice President for

Academic Affairs, Graduate Studies and

Research
Robert G. Smith, MA., \ 'ice President for

[ diversity Relations
Jean E. Spencer, Ph.D., Acting Vice President

for Policy and Planning

UNIVERSITY OF MARYLAND
AT BALTIMORE

Edward N. Brandt Jr., M.D., Ph.D., Chancellor
John M. Dennis, M.D., Vice Chancellor,

Academic Affairs
Charles W. Tandy, M.BA, Vice Chancellor,

Administration
Barbara C. Hansen, Ph.D., Vice Chancellor,

Graduate Studies and Research
Doreen Rosenthal, M.LA, Acting Vice

Chancellor, Institutional Adi 'ancement
Morton I. Rapoport, M.D., President and Chief

Executive Officer, University of Maryland

Medical System
Errol L Reese, D.D.S., Dean, Dental School
Michael J. Kelly, LLB., Dean, School of Law
John M. Dennis, M.D., Dean, School of Medicine
Nan B. Hechenberger, Ph.D., Dean, School of

Nursing
William J. Kinnardjr., Ph.D., Dean, School

of Pharmacy
Ruth H. Young, D.S.W., Dean, School of Social

Work and Community Planning

SCHOOL OF NURSING

Administration

Nan B. Hechenberger, Dean and Professor,
B.S., Villanova University, 1956; M.S.,
Catholic University of America, 1959;
Ph.D., 1974; (RN).

Frieda M. Holt, Associate Dean for Graduate
Studies and Professor, B.S., University of
Colorado, 1956; M.S., Boston University,
1969; Ed.D., 1973; (RN).

Mary Rapson, Associate Dean for Undergrad
uate Studies and Assistant Professor, B.S.,
University of Maryland, 1961; M.S., 1967;
Ph.D., 1980; (RN).

Ann S. Madison, Assistant Dean for Academic
Services and Associate Professor, B.S., Uni-
versity of Maryland, 1962; M.S., University
of Pennsylvania, 1964; Ph.D., University of
Maryland, 1973; (RN).

Barbara Byfield, Assistant Dean for Continuing
Education and Faculty Development and
Assistant Professor, B.S., DYouville Col-
lege, 1967; M.S., University of California,
1971; (RN).

Mary Etta Mills, Assistant Dean for Clinical
Affairs and Vice President for Nursing
Services, University of Maryland Medical
System, B.S.N., University of Maryland
1971; M.S., 1973; Sc.D., Johns Hopkins
University, 1979; (RN).

Helen R. Kohler, Director, Outreach Projects
and Associate Professor, B.S., University of
Pennsylvania, I960; M.S., University of
Minnesota, 1962; Ph.D., University of North
Carolina, 1974; (RN).

Elizabeth R. Lenz, Director, Doctoral Program
and Professor, B.S.N. , DePauw University,
1964; M.S., Boston College, 1967; Ph.D.,
University of Delaware, 1976; (RN).

Ada Jacox, Director, Center for Nursing and
Health Services Research and Professor,
B.S., Columbia University, 1959; M.S.,
Wayne State University, 1965; Ph.D., Case
Western Reserve University, 1969; (RN).

Barbara Spivack, Director, Student Services,
A.B., Michigan State University, 1965; M.S.,
1969.

Judith A. Baillieul, Director, Admissions and
Academic Progressions, BA, State Univer-
sity of New York, Albany, 1971; M.S.,
Teachers College, Columbia University,
1972; Ed.D., 1979.

Barbara Heller, Chairperson, Nursing Educa
tion, Administration and Health Policy and
Professor, B.S., Boston University, 1962;
M.S.N., Adelphi University, 1966; Ed.M.,
Teachers College, Columbia University,
1971; Ed.D., 1973; (RN).

M. Virginia Ruth, Chairperson, Community
Health, Maternal Child and Primary Care
Nursing and Associate Professor, B.S.,
Georgetown University, 1953; M.S., Yale
University, 1961; Dr. P.H.Johns Hopkins
University, 1976; (RN)

Patricia Prescott, Chairperson, Psychophysi
ological Nursing and Professor; B.S., Uni-
versity of California, 1965; M.S., 1967;
MA, University of Denver, 1974; Ph.D.,
1977; (RN).

Lesley Perry, Chairperson, Registered Nurse
Program and Assistant Professor, B.S.,
Roberts Wesleyan College, 1966; M.S.,
Boston University, 1969; Ph.D., University
of Maryland, 1982; (RN).

Elizabeth C. Arnold, Chairperson, Senior Year
and Assistant Professor, B.S., Georgetown
University, 1961; M.S., Catholic University
of America, 1964; Ph.D., University of
Maryland, 1984; (RN).

Elizabeth Rankin, Chairperson, Junior Year
and Assistant Professor, B.S.N., University
of Maryland, 1970; M.S., 1972; Ph.D., 1979;
(RN).

Nurses Alumni Association
Officers for 1987-88

H. Jane Wobbeking, President

Thelma Kleckner, Second Vice President

Elaine Woodburn Crow, Secretary/Treasurer

Miriam Croft Dunbar, Recording Secretary

Board of Directors

Barbara Broach

Flora Hickman

Norma Z. Smith

Christine Raab Weber

Faculty

Adams, Deborah, Assistant Professor (Pediatric
Nursing), B.S.N., University of Virginia,
1976; M.S.N., University of North Carolina,
1980; (RN).

Arnold, Elizabeth C, Chairperson, Senior Year
and Assistant Professor (Psychiatric Nurs-
ing), B.S., Georgetown University, 1961;
M.S., Catholic University of America, 1964;
Ph.D., University of Maryland, 1984; (RN).

Baldwin, Beverly, Assistant Professor (Geron-
tological Nursing), B.S.N., Northwestern
State University, 1966; M.S., University of
Iowa, 1970; MA, University of New
Orleans, 1975; Ph.D., University of
Kentucky, 1984; (RN).

Bausell, R. Barker, Associate Professor, Center
for Nursing and Health Services Research,
B.S., University of Delaware, 1968; Ph.D.,
1976.

Bayne, Marilyn, Assistant Professor (Medical-
Surgical Nursing), B.S., University of Mary-
land, 1974; M.S., 1977; (RN).

Beaumont, Christine, Instructor (Medical
Surgical Nursing), B.S.N., University of
Maryland, 1975; M.S., 1977; (RN).

Bille, Donald, Professor (Nursing Education,
Administration, & Health Policy), B.S.N.,
University of Wisconsin, 1966; M.S.N.,
Marquette University College of Nursing,
1971; Ph.D., University of Wisconsin, 1975;
(RN).

Boyle, Wynn, Instructor (Pediatric Nursing),
B.S.N., Johns Hopkins University, 1978;
M.S., University of Maryland, 1986; (RN).

Boland, Barbara, Assistant Professor (Medical-
Surgical Nursing) B.S., Catherine Spaulding
College, I960; M.S., University of Maryland,
1973; (RN).

Braun, Rita, Assistant Professor (Nursing
Education, Administration and Health
Policy), B.S.N., St. Louis University, 1964;
M.S.N., Catholic University of America,
1966; (RN).

Brooks, Naomi, Assistant Professor (Commu-
nity Health Nursing), B.S., University of
Maryland, 1961; M.S., 1976; (RN).

Brownell, Ruth, Assistant Professor (Adult
Primary Care), B.S., University of Maryland,
1974; M.S., 1981; Ph.D., 1986; (RN).

Buch, Karen, Instructor (Primary Care Nurs-
ing), B.S.N., University of Maryland, 1974;
M.S., 1981; (RN).

Byfield, Barbara, Assistant Dean for Continu-
ing Education and Faculty Development
and Assistant Professor, B.S., DYouville
College, 1967; M.S., University of Cali-
fornia, 1971; (RN).

Cahill, Cheryl A., Assistant Professor (Medical-
Surgical Nursing), B.S.N., Boston College,
1971; M.N., University of Washington,
1973; Ph.D., University of Michigan, 1983;
(RN).

Cain, Ann M., Professor (Psychiatric Nursing),
B.S., Ohio State University, 1956; M.S.,
University of Colorado, 1959; Ph.D.,
University of Maryland, 1972; (RN).

Campbell, Kathe, Instructor (Pediatric Nurs-
ing), B.S., University of Maryland, 1972;
M.S., 1977; (RN).

Carson, Verna J., Assistant Professor (Psychi-
atric Nursing), B.S., University of Maryland,
1968; M.S., 1973; (RN).

Cassidy, Jean E., Assistant Professor (Maternal-
Child Nursing), B.S.N., St. Anselm's College,
1964; M.P.H., Johns Hopkins University,
1973; Dr.P.H, 1981; (RN).

Cooley, Marcia, Instructor (Psychiatric Nurs-
ing), B.S.N., Indiana University, 1973; M.S.,
University of Maryland, 1980; (RN).

Coyle, Susan, Instructor (Community Health
Nursing), B.S.N., Towson State University,
1975; M.S.N., University of Maryland, 1983;
(RN).

Creasia, Joan, Assistant Professor (Medical-
Surgical Nursing), B.S.N., University of
Vermont, 1964; M.S.N., University of Mary-
land, 1977; Ph.D., 1987; (RN).

Cusson, Regina, Assistant Professor (Maternal-
Child Nursing), B.S., St. Joseph's College,
1971; M.S., University of Maryland, 1978;
(RN).

Damrosch, Shirley P., Associate Professor,
Center for Nursing and Health Services
Research, BA, Ohio State University, 1954;
Ph.D., University of Minnesota, 1975.

DeLuca, Kathleen E., Instructor (Medical-
Surgical Nursing), B.S.N., St. Louis Univer-
sity, 1971; M.S.N., Catholic University of
America, 1977; (RN).

Deutschendorf, Amy, Instructor (Medical-
Surgical Nursing), B.S.N., Case Western
Reserve University, 1972; M.S., University
of Maryland, 1977; (RN).

Edmunds, Marilyn, Associate Professor (Pri-
mary Care Nursing), B.S., Brigham Young
University, 1964; M.S., De Pauw University,
1970, Ph.D., 1986; (RN).

Eells, Mary Ann, Associate Professor (Com-
munity Health Nursing), B.S., State Univer-
sity of New York, 1955; M.S., University of
Rochester, 1968; Ed.D., 1970; (RN).

Fegley, Barbara, Assistant Professor (Maternal
Child Nursing), B.S. College Misericordia,
1970; M.S., University of Pennsylvania,
1974; Ph.D., University of Rochester, 1984;
(RN).

Feroli, Kathleen, Instructor (Pediatric Nurs-
ing), B.S.N., University of Maryland, 1973;
M.S., 1980; (RN).

Fontaine, Dorothy, Assistant Professor
(Trauma Critical Care Nursing), B.S.,
Villanova University, 1972; M.S., University
of Maryland, 1977; Ph.D., 1987; (RN).

Fortier, Julie C, Assistant Professor (Maternity
Nursing), B.S., Medical College of Georgia,
1966; M.S., University of Maryland, 1968;
Ph.D., 1984; (RN).

Gift, Audrey, Assistant Professor (Medical-
Surgical Nursing), B.S.N., Teachers College,
Columbia University, 1967; M.S., University
of Pennsylvania, 1969; Ph.D., University of
Maryland, 1984; (RN).

Goddard-Truitt, Victoria, Instructor (Pediatric
Nursing), B.S.N., Wagner College, 1976;
M.S., University of Kentucky, 1981; (RN).

Grady, Patricia, Assistant Professor ( Physiol-
ogy), B.S., Georgetown University, 1966;
University of Maryland, 1968; Ph.D., 1976;
(RN).

Guberski, Thomasine, Assistant Professor
(Primary Care Nursing), B.S., American
International College, 1964; M.S., Univer
sity of Michigan, 1969; Ph.D., University of
Maryland, 1985; (RN).

Gunnett, Ann E., Assistant Professor (Medical-
Surgical Nursing), B.S., University of Mary-
land, 1968; M.S., Case Western Reserve
University, 1975; (RN).

Hale, Shirley L., Associate Professor ( Psychiatric
Nursing), B.S., University of Pennsylvania,
1957; M.S., University of Maryland, I960;
Ph.D., 1974; (RN).

Hanley, Barbara, Assistant Professor (Nursing
Education, Administration and Health
Policy), B.S., Boston College, 1966; M.S.,
University of Colorado, 1971; Ph.D., Uni-
versity of Michigan, 1983; (RN).

Hardman, Margaret A., Assistant Professor
(Maternity Nursing), B.S., University of
Oregon, 1955; M.S., University of Maryland,
1972; (RN).

Haymaker, Sharon R., Assistant Professor
(Primary Care Nursing), B.S.N., University
of Maryland, 1970; M.S.N., Case Western
Reserve University, 1973; Ph.D., Johns
Hopkins University, 1984; (RN).

Hechenberger, Nan B., Dean and Professor,
B.S., Villanova University, 1956; M.S.,
Catholic University of America, 1959;
Ph.D., 1974; (RN).

Heller, Barbara, Chairperson, Nursing Educa-
tion, Administration and Health Policy and
Professor, B.S., Boston University, 1962;
M.S.N., Adelphi University, 1966; Ed.M.,
Teachers College, Columbia University,
1971; Ed.D., 1973; (RN).

Hetherington, Susan, Professor (Maternal
Child Nursing), B.S.N., University of
Michigan, 1957; M.P.H., Johns Hopkins
University, 1965; Dr.P.H., 1974; (RN).

Holt, Frieda M., Associate Dean for Graduate
Studies and Professor, B.S., University of
Colorado, 1956; M.S., Boston University,
1969; Ed.D., 1973; (RN).

Ingber, Iris, Instructor (Maternal Child Nurs-
ing), B.S., University of Maryland, 1971;
M.S., University of Maryland, 1976; (RN).

Ismeurt, Robert, Assistant Professor (Medical-
Surgical Nursing), B.S.N., Florida State
University, 1974; M.S., Arizona State Uni-
versity, 1982; Ph.D., University of Texas at
Austin, 1986; (RN).

Jacox, Ada, Director, Center for Nursing and
Health Services Research and Professor,
B.S., Columbia University, 1959; M.S.,
Wayne State University, 1965; Ph.D., Case
Western Reserve University, 1969; (RN).

Keifer, Judy, Instructor (Medical-Surgical
Nursing), B.S.N., University of Maryland,
1975; M.S., 1986; (RN).

Keller, Lorraine, Instructor (Community
Health Nursing), B.S.N., University of
Bridgeport, 1970; M.S., University of
Colorado, 1973; (RN).

Kennedy, Patricia H., Assistant Professor
(Psychiatric Nursing), B.S., University of
Maryland, 1962; M.S., 1963; (RN).

Kjerulff, Kristen H., Assistant Professor, Center
for Nursing and Health Services Research,
BA, University of California, 1971; MA,
University of Illinois, 1975; Ph.D., 1977.

Kleeman, Karen M., Assistant Professor

(Medical-Surgical Nursing), B.S., Columbia
Union College, 1968; M.S., University of
Colorado, 1971; Ph.D., University of Mary-
land, 1983; (RN).

Kohler, Helen R., Director, Outreach Programs
and Associate Professor (Community Health
Nursing), B.S., University of Pennsylvania,
I960; M.S., University of Minnesota, 1962;
Ph.D., University of North Carolina, 1974;
(RN).

Kreider, Mildred S., Associate Professor

(Medical-Surgical Nursing), B.S.N., Goshen
College, 1958; M.S., University of Maryland,
1968; Ph.D., 1976; (RN).

Lenz, Elizabeth R., Director of Doctoral
Program and Professor, B.S.N. , De Pauw
University, 1964; M.S., Boston College,
1967; Ph.D., University of Delaware, 1976;
(RN).

Linthicum, Louise R., Associate Professor
(Maternal-Child Nursing), B.S., Johns
Hopkins University, 1959; M.S., University
of Maryland, 1964; Ph.D., 1975; (RN).

Littleton, Marguerite, Assistant Professor
(Trauma/Critical Care Nursing), B.S.N.,
Medical College of Georgia, 1976; M.S.N.,
1977; D.N.Sc, Rush University, 1985; (RN).

McCarthy, Mary, Assistant Professor (Nursing
Education, Administration and Health
Policy), B.S.N., University of Western
Ontario, 1947; M.S.N., St. Louis University,
1964; M.Ed., Teachers College, Columbia
University 1970; Ed.D., 1974; (RN).

McElroy, Evelyn M., Associate Professor
(Psychiatric Nursing), B.S., University of
Colorado, 1961; M.S., University of Mary-
land, 1966; Ph.D., 1973; (RN).

McEntee, Margaret A., Assistant Professor of
Nursing (Medical-Surgical Nursing), B.S.,
Seton Hall University, 1968; M.S., University
of Maryland, 1973; Ph.D., 1983; (RN).

McMullen, Patricia C, Instructor (Maternal
Child Nursing), B.S.N., University of Mary-
land, 1975; M.S., 1981; J.D., 1986; (RN).

Madison, Ann, Assistant Dean for Academic
Services and Associate Professor, B.S..
I niversity of Maryland, 1962; M.S., Univer
mu of Pennsylvania, 1964; Ph.D., University

of Maryland. V)~3: (RN).

Maurer, Frances. Instructor ( Medical Surgical
Nursing i B.S., California State University,
1977; M.S.. University of Maryland, 1979;
( RX ).

Mazzocco, Gail, Instructor ( Medical Surgical
Nursing ), B.S.. University (if Mankind.
1972; M.S.. 1974; (RN). '

Merker, Matilda, Instructor ( Psychiatric Mental
Health Nursing). B.S.N.. Medical College
of Virginia. 1965; M.S., Virginia Common-
wealth University, 1975; (RN).

Michael, Michelle, Assistant Professor (Pedi-
atric Nursing). B.S.N., Creighton University,
196S; Ms.. University of Maryland, 1974; '
Ph.D., 1984; (RN).

Morgan, Ann, Assistant Professor ( Psychiatric
Nursing). B.s.N., Catholic University of
America, I960; M.S.N., 1971; (RN).'

Morton. Patricia Gonce, Assistant Professor
( Medical Surgical Nursing), B.S., Loyola
College. 1974; B.S., Johns Hopkins Univer-
sity, 1977; M.S., University of Maryland,
1979; (RN).

Mullin, Virginia, Assistant Professor (Medical
Surgical Nursing ), B.S., St. Anselm College,
1957; M.S., St. John's University, 1962; (RN).

Murphy, Kathleen, Instructor (Pediatric Nurs
ing), B.S.. University of Maryland, 1973;
M.S.. 1982; (RN).

Neal, Margaret T., Assistant Professor (Psychi-
atric Nursing), B.S.. Southern Missionary
College, 1965; MSN. Catholic University
of America, 1970; (RN).

Nudelman, Emily, Instructor ( Psychiatric
Mental Health Nursing), B.S.N., Boston
University, 1980; M.S., University of Mary-
land, 1986; (RN).

O'Brien, Eileen, Assistant Professor ( Pediatric
Nursing), B.S.N., University of Pittsburgh.
1973; M.S.. Catholic University of America.
1977; Ph.D., 1986; (RN).

O'Mara, Ann M., Assistant Professor (Medical
Surgical Nursing), B.S.N., State University
of New York. 1972; M.S.N., Catholic Uni-
versity of America, 1977; (RN).

Parker, Barbara J., Assistant Professor (Psychi-
atric Nursing), B.S., University of Illinois,
1968; M.S., University of Maryland. 1972;
Ph.D., 1986; (RN).

Parks, Peggy, Associate Professor. Center for
Nursing and Health Services Research,
B.A. Park College. 1969; MA, George
Peabody College, 1974; Ph.D., 1976.

Peddicord, Karen S., Assistant Professor
(Maternal-Child Nursing), B.S.N., Univer
sity of Maryland, 1970; M.S.. 1972; (RN).

Perry, Lesley, Chairperson, Registered Nurse
Program and Assistant Professor ( Maternal
Child Nursing), B.S., Roberts Wesleyan
College, 1966; M.S., Boston University,
1969; Ph.D., University of Maryland, 1982;
(RN).

Prescott, Patricia, Chaiqierson, Psychophysi-
ological Nursing and Professor, B.S., Uni-
versity of California, 1965; M.S., 1967; M.A,
University of Denver, 1974; Ph.D., 1977;
(RN).

Proulx, Joseph R., Professor (Nursing Educa-
tion, Administration and Health Policy),
B.S., University of Bridgeport, 1961; M.S.N.,
University of Pennsylvania, 1966; Ed.D.,
Teachers College, Columbia University,
1972; (RN).

Pruitt, Rosanna, Instructor (Community Health
Nursing), B.S.N., Emory University, 1974;
M.N., University of South Carolina, 1979;
(RN).

Ramirez, Carmen, Assistant Professor ( Pediatric
Nursing), B.S., University of Texas, 1973;
M.S., University of California, San Francisco,
1975; Ph.D.. University of Oregon, 1981;
(RN).

Rankin, Elizabeth, Chairperson, Junior Year
and Associate Professor, ( Psychiatric Nurs
ing), B.S.N., University of Maryland, 1970;
M.S., 1972; Ph.D., 1979; (RN).'

Rapson, Mary, Associate Dean, Undergraduate
Studies and Assistant Professor, B.S.,
University of Maryland, 1961; M.S., 1967;
Ph.D., 1980; (RN).

Rawlings, Norma R., Assistant Professor
(Maternity Nursing), B.S.. Winston Salem
University, 1964; M.S., University of Maty
land, 1968; (RN).

Reese, Kathryn, Instructor (Pediatric Nursing),
B.S.N., Towson State University, 1978; M.S.,
University of Maryland, 1983; (RN).

Robinson, Lisa, Professor (Psychiatric Nursing),
B.S., American University, 1961; M.S.,
University of Maryland, 1965; Ph.D., 1970;
(RN).

Romeo, Cathy, Instructor (Maternal-Child
Nursing), B.S.N., State University of New
York at Pittsburgh, 1979; M.S.N., Catholic
University of America, 1982; (RN).

Rudner, Nancy, Instructor (Primary Care Nurs
ing), BA, University of Connecticut, L975;
M.S.N., Pace University, L979; M.P.H.,
University of North Carolina. 1983; (RN).

Ruth. M. Virginia, Chairperson, Community
Health, Maternal Child and Primary Care
Nursing and Associate Professor, B.S.,
Georgetown University, 1953; M.S., Yale
University, 1961; Dr.P.H., Johns Hopkins
University, 1976; (RN).

Ryan, Judith W., Research Assistant Pr< >fess< >r.
B.S., University of Connecticut, 1965; M.S..
Boston University, 1967; Ph.D.. University
of Maryland, 1984; (RN).

Scholler-Jaquish, Alwilda, Instructor ( Medical
Surgical Nursing). B.S.N. , Arizona State
University, 1970; M.N., University of Cali-
fornia, Los Angeles, 1972; (RN).'

Scott. Doris E., Assistant Professor ( Psychiatric
Nursing). H.S.N. . Dillard University, 1963;
M.S.. Boston University, 1968; Ph.D.. Uni
versity of Maryland. 1986; (RN).

Serf, Sandra, Assistant Professor (Maternity
Nursing). B.S., Johns Hopkins University,
L973; M.P.H., 1976; Dr.P.H., 1982; (RN)!

Shelley, Sonya I., Professor, Center for Nursing
and Health Services Research, B.S., Univer-
sity of Wisconsin. 1958; M.Ed., University
of Maryland, 1971; Ph.D., 1973-

Skinner, Suzanne, Instructor ( Medical Surgical
Nursing). B.S.N., University of Maryland,
1976; M.S.. 1979; (RN).

Smith, Claudia M., Assistant Professor (Com
munity Health Nursing), B.S.. University of
Maryland, 1965; M.P.H., University of North
Carolina, 1971; (RN).

Soeken, Karen, Associate Professor, Center for
Nursing and Health Sendees Research,
BA, Valparaiso University, 1965; MA,
University of Maryland, 1970; Ph.D., 1979.

Spellbring, Ann Marie, Associate Professor
( Medical Surgical Nursing). B.S.N., Univer-
sity of Pennsylvania, 196^; M.S., University
of Maryland, 1973; (RN).

Sphritz, Deborah R., Instructor (Medical
Surgical Nursing), B.S.N., University of
Maryland; M.S., 1982; (RN).

Spivack, Barbara J., Director of Student
Services, AB., Michigan State University,
1965; MA, 1969.

Spunt, Debra, Instructor ( Medical Surgical
Nursing), B.S.N., University of Maryland,
1979; M.S., 1983; (RN).

Stevens, Georgia, Research Assistant Professor,
B.S., Duke University, 1972; M.S.. Catholic
University, 1976; (RN).

Stilwell, Edna, Assistant Professor (Geron
tological Nursing). B.S.N., University of
Maryland. 1962; M.S., 1972; Ph.D.. 1981;
(RN).

Strasser, Judith, Instructor ( Community I lealth
Nursing), B.S., Villanova University, 1970;
M.S., University of Maryland, 1975; D.N.Sc,
Catholic University of America, 198-4; (RN).

Strickland, Ora, Associate Professor (Maternal
Child Nursing), B.S., Notth Carolina Agri
cultural and Technical State University,
1970; M.S., Boston University, 1972; Ph.D..
University of N( >rth Carolina at Greensboro,
1977; (RN).

Sullivan, Patricia A., Assistant Professor ( Nurs
ing Education, Administration and Health
Policy), B.S., Mount St. Mary College, 1965;
B.S.N.. St. Anselm College. 1970; M.S..
Boston University, 1972; S.M., Harvard
I niversity, 1977; Sc.D., 1981; (RN).

Suppe, Frederick, Professor (Philosophy),*
A.B., University of California, 1962; AM..
University of Michigan, 1964; Ph.D., 1967.

Thomas, Sue, Associate Professor (Medical
Surgical Nursing), B.S., University of Mary-
land, 1969; M.S., 1972; Ph.D., 1979; (RN).

Trotter, Jean, Assistant Professor (Community
Health Nursing ), B.S., University of Marv
land, 1972; M.S., 1977; (RN).

Ulione, Margaret S., Instructor (Family Health
Nursing), B.S.N. , Columbia University,
1975; M.S.N., University of Akron, 1981;
(RN).

Von Rueden, Kathryn, Instructor (Trauma/
Critical Care Nursing), B.S.N., Georgetown
University, 1977; M.S.N. , University of
Minnesota, 1982; (RN).

Walker, Marcus L., Associate Professor

( Medical Surgical Nursing), B.S., Teachers
College. Columbia University, 1957; M.S.,
1959; M.P.H., Johns Hopkins Universitv,
1972; Sc.D., 1976; (RN).

Waltz, Carolyn F., Coordinator for Evaluation
and Professor, B.S., University of Maryland,
1963; M.S., 1968; Ph.D., University of
Delaware, 1975; (RN).

Weisburger, Linda, Instructor (Pediatric
Nursing), B.S.N., Universitv of Marvland.
1972; M.S., 1975; (RN).

Wilkinson, Mary Ann, Instaictor (Medical
Surgical Nursing), B.S.N., University of
Southwestern Louisiana, 1971; M.S.N.,
University of Texas, 1977; (RN).

Wimbush, Frances, Assistant Professor

(Medical Surgical Nursing), B.S.N. . Univer
sity of Maryland, 1976; M.S., 1979; < RN I

Winkelstein, Marilyn, Assistant Professor
(Maternal Child Nursing), B.S., University
of Maryland, 1972; M.S.. 1979; ( RN I.

Wolfe, Mary L., Associate Professor, Center fi n
Nursing and Health Services Research,
A.B., Western Reserve University, 1949;
MA, Bryn Mawr College, 1967; Ph.D.,
L'niversity of Delaware, 1974.

Wright, Jonelle E., Assistant Professor. Nursing
Education, Administration and Health
Policy, B.S.N., Point Lomo College, 1974;
M.S.N., Oral Roberts University, 1981;
Ph.D., University of Texas, 1984; (RN).

Wyatt, Janet, Assistant Professor (Community
Health Nursing ), B.S.N., Keuka College,
1971; M.S.N., University of Alabama, 1974;
(RN).

*Joint appointmoit with another department.

POLICY STATEMENTS

Statement of Faculty, Student
and Institutional Rights and
Responsibilities for Academic
Integrity

PREAMBLE

At the heart of the academic enterprise are
learning, teaching, and scholarship. In univer-
sities these are exemplified by reasoned dis
cussion between student and teacher, a
mutual respect for the learning and teaching
process, and intellectual honesty in the pur-
suit of new knowledge. In the traditions of
the academic enterprise, students and teachers
have certain rights and responsibilities which
they bring to the academic community. While
the following statements do not imply a con-
tract between the teacher or the university
and the student, they are nevertheless con-
ventions which the university believes to be
central to the learning and teaching process.

FACULTY PJGHTS AND RESPONSIBILITIES

1. Faculty shall share with students and ad
ministration the responsibility for academic
integrity.

2. Faculty are accorded freedom in the class-
room to discuss subject matter reasonably
related to the course. In turn they have the
responsibility to encourage free and honest
inquiry and expression on the part of stu-
dents.

3. Faculty are responsible for the structure
and content of their courses, but they have
responsibility to present courses that are
consistent with their descriptions in the
university catalog. In addition, faculty have
the obligation to make students aware of
the expectations in the course, the evalua
tion procedures, and the grading policy.

4. Faculty are obligated to evaluate students
fairly and equitably in a manner appropriate
to the course and its objectives. Grades
shall be assigned without prejudice or bias.

5- Faculty shall make all reasonable efforts to
prevent the occurrence of academic dis-
honesty through the appropriate design
and administration of assignments and
examinations, through the careful safe-
guarding of course materials and examina
tions, and through regular reassessment of
evaluation procedures.

6. When instances of academic dishonesty are
suspected, faculty shall have the right and
responsibility to see that appropriate action
is taken in accordance with university
regulations.

STUDENT RIGHTS AND
RESPONSIBILITIES

1. Students shall share with faculty and
administration the responsibility for aca-
demic integrity.

2. Students shall have the right of inquiry and
expression in their courses without preju-
dice or bias. In addition, students shall
have the right to know the requirements of
their courses and to know the manner in
which they will be evaluated and graded.

3- Students shall have the obligation to com-
plete the requirements of their courses in
the time and manner prescribed and to
submit to evaluation of their work.

4. Students shall have the right to be evalu-
ated fairly and equitably in a manner appro-
priate to the course and its objectives.

5. Students shall not submit as their own work
any work which has been prepared by
others. Outside assistance in the prepara-
tion of this work, such as librarian assis-
tance, tutorial assistance, typing assistance,
or such assistance as may be specified or
approved by the instructor is allowed.

6. Students shall make all reasonable efforts
to prevent the occurrence of academic dis-
honesty. They shall by their own example
encourage academic integrity and shall
themselves refrain from acts of cheating
and plagiarism or other acts of academic
dishonesty.

7. When instances of academic dishonesy are
suspected, students shall have the right and
responsibility to bring this to the attention
of the faculty or other appropriate authority.

INSTITUTIONAL RESPONSIBILITY

1. Campuses or appropriate administrative
units of the University of Maryland shall
take appropriate measures to foster aca
demic integrity in the classroom.

2. Campuses or appropriate administrative
units shall take steps to define acts of aca-
demic dishonesty, to ensure procedures for
due process for students accused or sus-
pected of acts of academic dishonesty, and
to impose appropriate sanctions on students
guilty of acts of academic dishonesty.

3- Campuses or appropriate administrative
units shall take steps to determine how
admission or matriculation shall be affected
by acts of academic dishonesty on another
campus or at another institution. No stu-
dent suspended for disciplinary reasons at
any campus of the University of Maryland
shall be admitted to any other University of
Maryland campus during the period of
suspension.

(Adopted May 8, 1981, by the Board oj Regents)

Service to Those with
Infectious Diseases

It is the policy of the University of Maryland at
Baltimore to provide education and training
to students for the purpose of providing care
and service to all persons. The institution will
employ appropriate precautions to protect
providers in a manner meeting the patients'
or clients' requirements, yet protecting the
interest of students and faculty participating
in the provision of such care or service.

No student will be permitted to refuse to pro
vide care or service to any assigned person in
the absence of special circumstances placing
the student at increased risk for an infectious
disease. Any student who refuses to treat or
serve an assigned person without prior con-
sent of the school involved will be subject to
penalties under appropriate academic proce-
dures, such penalties to include suspension
or dismissal.

The University of Maryland
Position on Acts of Violence and
Extremism Which Are Racially,
Ethnically, Religiously or
Politically Motivated

The Board of Regents strongly condemns
criminal acts of destruction or violence against
the person or property of others. Individuals
committing such acts at any campus or facility
of the university will be subject to swift cam
pus judicial and personnel action, including
possible expulsion or termination, as well as
possible state criminal proceedings.

The University of Maryland School of Nursing
is an affirmative action, equal opportunity
institution. It adheres to all federal and state
laws and regulations on discrimination regard-
ing race, color, religion, age, national origin
or sex and physical or mental handicap.

Students are considered for admission to the
University of Maryland School of Nursing
without regard to race, color, creed or sex. It
is the objective of the school to enroll stu-
dents with diversified backgrounds in order
to make the educational experience more
meaningful for each individual.

No provision of this publication shall be con
strued as a contract between any applicant or
student and the University of Maryland. The
university reserves the right to change any
admission or advancement requirement at
any time. The university further reserves the
right to ask a student to withdraw at any time
when it is considered to be in the best interest
of the university.

CAMPUS MAP

UNIVERSITY OF MARYLAND
AT BALTIMORE

University & Campus-Related
Buildings

1. Administration Building
737 W. Lombard St.

2. Allied Health Professions Building
32 S. Greene St.

3. Baltimore Student Union
621 W.Lombard St.

4 ( Walter P. J Carter Center
630 W. Fayette St.

5. Davidge Hall

522 W. Lombard St.

6. Dental School
Hayden Harris Hall
666 W. Baltimore St.

7. Dunning Hall

636 W. Lombard St.

8. East Hall

520 W. Lombard St.

9. Gray Laboratory
520 W. Lombard St.

10 Greene Street Building

29 S. Greene St.
1 1. Health Sciences Building

610 W. Lombard St.
12 Health Sciences Library

HIS. Greene St.

13. Howard Hall

660 W. Redwood St.

14. Institute of Psychiatry and
Human Behavior

645 W. Redwood St.

15. Kelly Memorial Building
650 W. Lombard St.

16. Law School and
Law Library

500 W. Baltimore St.

Lombard Building
511 W. Lombard St.

Maryland Bar Center
520 W.Fayette St.

19. Maryland Institute for
Emergency Medical Services
Systems, Shock Trauma
Center.

22 S. Greene St.

20. Medical School

Frank C. Bressler Research
Building, 655 W. Baltimore St.

21. Medical School Teaching Facility
10 S. Pine St.

22. Medical Technology
31 S. Greene St.

23. Ne">man Center
712 W. Lombard St.

24. Nursing School
655 W. Lombard St.

25. Parsons Hall

622 W. Lombard St.

26. Pascault Row

651 655 W. Lexington St.

27. Pharmacy Hall

20 N. Pine St.

28. Pine Street Police Station

21 -4 N. Pine St.

^v._

"*-7J^ H_

■ »

fcA

M m\

W. LOMBARD STREET

29. Pratt Street Garage and Athletic-
Center, 646 W. Pratt St.

30. R Adams Cowley, M.D.
Shock Trauma Center
(under construction ),
Penn and Redwood Streets.

31. Redwood Hall

721 W. Redwood St.

32. Ronald McDonald House
635 W. Lexington St.

33- School of Social Work and

Community Planning

525 W. Redwood St.
34. State Medical Examiner's

Building, 1 1 1 Penn St.

35. Tuerk House ( under construction)
104-112 N. GreeneSt.

36. University Health Center
120S. GreeneSt.

37. University of Maryland Medical
System, 22 S. Greene St.

38. University of Maryland
Professional Building and
University Club

419421 W. Redwood Street.

39- University Plaza and Garage
Redwood and Greene Sts.

to U estern Health Center
700 W. Lombard St.

41. Westminster Hall
515 W. Fayette St.

42. Whiteburst Hall
624 W. Lombard St.

[

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